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Copy 1 




FARM CROPS LABORATORY 
MANUAL AND NOTE BOOK 

F. W. LATHROP, A.B., M.S.A. 



Lippincott's Farm Manuals 

Edited by K. C. DAVIS, Ph.D., Knapp School of Country Life, Nashville, Tenn. 

PRODUCTIVE SWINE HUSBANDRY 1915 

By GEORGE E. DAY, B.S.A. 

PRODUCTIVE POULTRY HUSBANDRY 1919 

By HARRY R. LEWIS, B.S. 

PRODUCTIVE HORSE HUSBANDRY 1920 

By CARL W. GAY, D.V.M., B.S.A. 

PRODUCTIVE ORCHARDING 1917 

By FRED C. SEARS, M.S. 

PRODUCTIVE VEGETABLE GROWING 1918 

By JOHN W. LLOYD, M.S.A. 

PRODUCTIVE FEEDING of FARM ANIMALS 1916 

By F. W. WOLL, Ph.D. 

COMMON DISEASES OF FARM ANIMALS 1919 

By R. A. CRAIG, D.V.M. 

PRODUCTIVE FARM CROPS 1918 

By E. G. MONTGOMERY, M.A. 

PRODUCTIVE BEE KEEPING 1918 

By FRANK C. PELLETT 

PRODUCTIVE DAIRYING 1919 

By R. M. WASHBURN, M.S.A. 

INJURIOUS INSECTS AND USEFUL BIRDS 1918 

By F. L. WASHBURN, M.A. 

PRODUCTIVE SHEEP HUSBANDRY 1918 

By WALTER C. COFFEY, M.S. 

PRODUCTIVE SMALL FRUIT CULTURE 1920 

By FRED C. SEARS, M.S. 

PRODUCTIVE SOILS 1920 

By WILBERT W. WEIR, M.S. 
LIPPINCOTT'S COLLEGE TEXTS 
SOIL PHYSICS AND MANAGEMENT 1919 

By J. G. MOSIER, B.S., A. F. GUSTAFSON, M.S. 
FARM LIFE TEXT SERIES 

APPLIED ECONOMIC BOTANY 1919 
By MELVILLE T. COOK, Ph.D. 

PRODUCTIVE PLANT HUSBANDRY 1918 

By KARY C. DAVIS 
HORTICULTURE FOR HIGH SCHOOLS 1919 
By KARY C. DAVIS 
PRODUCTIVE SOILS Abridged Edition 1920 
By WILBERT W. WEIR, M.S. 

LABORATORY MANUALS AND NOTEBOOKS 

ON THE FOLLOWING SUBJECTS 

SOILS, By J. F. EASTMAN and K. C. DAVIS 1915 POULTRY, By H. R. 
LEWIS 1918 DAIRYING, By E. L.ANTHONY 1917 FEEDING, By 
F. W. WOLL 1917 FARM CROPS, By F. W. LATHROP 1920 



FARM CROPS LABORATORY 
MANUAL AND NOTE BOOK 



F. W. LATHROP, A.B., M.S.A. 

FORMERLY INSTRUCTOR IN AGRONOMY IND FARM MANAGEMENT, 
SCHOHARI] STATE SCHOO] OF IGRICOLTURE, COBLESKILL, 1 J 



44 ILLUSTRATIONS IN THE TIM 




PHILADELPHIA AND LONDON 
J. B. LIPPINCOTT COMPANY 






V 



Copyright, 1920 
By J. B. LippmroTT Company 



Electrotyped and Printed by J. B. Lippincott Company 
The Washington Square Press, Philadelphia, U. S. A. 



OCT "2 192 



©CI.A597594 






CONTENTS 



PAGE 

Introductory Notes 7 

exercise 

1. To Make a Brief Survey of the Farm Crops in the Locality 12 

2. To Chart the Market Price of Some Crop for a School Yeah L3 

3. To I NDERSTAND THE I'l.oU ER AND Its PARTS ■ 15 

4. To Understand Seeds and Seedlings and Their Parts 17 

5. To Understand the Types of Creeping \\i> Underground Parts of Plants 19 

6. To Learn the Characteristics of the Grass Family 23 

7. To Show the Class the Best Tj pe oi < !orn Plant to Breed from and Give 

Each Student Practice i.\ Field Selection 27 

8. To Learn to Recognize the Important Types \\i> Varieties of Corn 28 

9. To Score and Judge Corn 30 

10. To Determine which Ears will Germinate Strongly 33 

11. To Learn the Most Important Types of < >ats 38 

12. To Learn to Ji dge I >ats on the Basis of Their Value for Feed K) 

13. To Learn to Control ( )at Smut ]:; 

1 1. To Learn the .Most Important Types of Wheat 17 

15. To Learn How to Judge Wheat 50 

16. To Learn the Important Types of Barley 53 

17. To Learn to Identify Some < Jommon ( Irass Plants 55 

18. To Learn to Identify < ii; iss Seeds 59 

19. To Learn to Identify Ci.m er and Ai.i \li \ Plants 62 

20. To Learn to Identify Clover and Alfalfa Seeds 63 

21. To Study Alfalfa in the Field 65 

22. To Analyze Clover, Ai.i \i. fa, Millet or Timothy Seed for Purity 69 

23. To Test >m u.l Seeds for Germination 71 

24. To Learn Common Meadow and Pasture Mixtures 72 

25. To Study the Morphology and Composition of the Potato Tuber 73 

2G. To Harvest Seed Potatoes hy the Hill Selection Mhthod 75 

27. To Become Familiar with Varieties and Variety Groups of Potatoes.. 77 

28. To Learn How to Judge Potatoes si 

29. To Learn the Important Types of Tobacco 83 

30. To Study Tobacco Growing by the Survey Method 85 

5 



CONTENTS 

31. To Study the Structure of the Cotton Plant 88 

32. To Study Varieties Representing Different Types of Cotton 91 

33. To Study the Selection of Seed Beans 93 

34. To Learn the Types of Field Beans 94 

35. To Become Familiar with the Weeds in the Vicinity of the School and 

Their Control 95 

36. To Identify Some Important Weed Seeds 97 

37. To Learn to Identify Seeds of Miscellaneous Crops and to Review Seeds 

Studied by Means of an Identification Contest 101 

38. To Learn the Principles Underlying the Rotation of Crops 103 

39. To Learn How to Make a Bibliography and to Become Acquainted with 

the Literature of Farm Crops 106 

Home Projects in Farm Crops 108 

Crop Growing Projects 110 

With Corn, 1 to 4 110 

With Potatoes, 5 to 9 Ill 

With Oats, 10 to 13 112 

With Alfalfa, 14 to 18 113 

With Timothy and Clover, 19 to 23 114 

With Cotton, 24 to 29 115 

With Tobacco, 30 to 36 117 

With Peanuts, 37 to 40 . 1 18 



INTRODUCTORY NOTES 

These notes are written to suggest some of the methods of teaching 
farm crops and also to suggest to the instructor how he may use the exer- 
cises in this manual most effectively. The plan is to discuss some of the more 
important types of laboratory exercises used in teaching farm crops. 

1. Identification of Plants and Seeds. — Several methods may be used in 
order to fix the identity of plants and seeds in the student's mind. 

(a : Drawing- Drawing seeds and plants necessitates the observation of 
certain characters which might otherwise escape attention. In the case of 
seeds a minimum size or standard should he set because the natural tendency 
of the student is to make the drawings too small. ( )orreci labeling is essential. 

(b) The Use of a l\< //. Keys are in printed form for the identification of 
such crops as oats, barley, grasses and clovers. Many of these keys should 
be simplified for use in secondary schools. 

(c) Descriptive Outlines.- -Describing specimens according to a set out lino 
is a useful method but has serious limitations. The student- should have a 
set of definite desci'ipt ive terms of which he knows the meaning. This method 
should always he supplemented by one of the other methods in order to bring 
out the differences in the specimens described. When literature on variety 
or type description is available it may he used to supplement the study of the 
specimens at first hand. 

(d) The Identification of Numbered Specimens Unlabeled- This method 
is valuable because of the interest- it arouses. Its purpose, however, is not 
to teach but to test and drill. The student should know what mistakes he 
has made and should correct them. 

(e) Class Discussion. -Contrasts between specimens may be brought out 
by class discussion. 

2. Judging. The most common error in judging exercises consists of 
scoring and judging by the student before he has a real acquaintance with 
the score card. To avoid this error and for the sake of thoroughness judging 
work may well consist of three steps. 

Step. 1. — Let the instructor explain the score card. Then have the stu- 
dent examine specimens which illustrate the score card points as in Exercise9. 

Step 2. — In the case of potatoes, for example, have the student take 
several samples which are later to be judged and place them in the order of 

7 



merit in respect to each point on the score card. In judging corn take a five- 
ear sample and place the ears in the order of merit in respect to each point. 

Step 3. — Score and judge the exhibits. After the judging is completed 
discuss the placings and clear up anything not understood. 

It is well to have one or two exhibits which will score high. The other 
samples should show clearly most of the strengths and weaknesses indicated 
by the score card. The instructor needs a large amount of material to select 
from. In judging grains it is well to have at least one quart of each sample 
to be judged. More than one student may then work with a sample and the 
weight per bushel may be figured with fair accuracy. 

A corn or potato show will nicely supplement judging work in these 1 crops. 
The show should include a judging demonstration and a program to create 
interest in crop improvement. 

3. Field Trips. — The following notes are taken from a lecture by Professor 
W. F. Lusk of Cornell University. 

(a) Field trips should be considered as a necessary outgrowth of teach- 
ing and should not be organized merely for the sake of having a field trip. 

(/)) A field trip should have a definite aim. 

(c) The number of field trips should depend upon the need and what the 
community has to offer. 

(d) The teacher should have in mind the means of realizing his aim and 
the preparation on his part should be made with the same care as for inside 
laboratory work. He should go over the ground first. Failure to make care- 
ful preparation will be more fatal to success than with inside laboratory work. 

(c) The class should be prepared by the presentation of specific informa- 
tion which will enable the students to appreciate the points presented on the 
trip. The teacher should raise questions which the field trip will answer. 

(/) Do not attempt to do a job lot of teaching which has accumulated 
or dissipate the energy of the class over other subjects at the expense of the 
main aim. 

(f/) It is well to use the question and answer method to bring out the 
points of the lesson on the trip. As far as possible make the students think 
out the points. 

(h) The lesson of the trip should be summarized by a later class discussion 
and generally by means of a notebook. 

Diseases and Insects Affecting Farm Crops. — In a majority of cases, the 
entire newness of the subjects of plant pathology and entomology to the 
student and the lack of training for these subjects on the part of the instruc- 
tor makes it impractical to go far into these subjects. In many schools the in- 



structor can arrange thai a pari of the work can be given in the biology course. 
He must, however, have a working knowledge of the terminology oi 

plant diseases and insects. A special study of insects and diseases by the 
instructor is worth while because a large proportion of questions asked by 
farmers deals with these subjects. 

The student must know enough terms so that he can understand (1) 
the life cycle, (2) the description (so thai identification is possible), and (3) 
control measures for the most common disease-. Which diseases shall be 
studied, is for the most pari a local problem. 

The following references will be found useful: 

Cook, AI. T., Applied Economic Botany (Lippincott). 

Percival, J., 1!>1"), Agricultural Botany (Holt i, Chapters 46 and 17. 

Duggar, 1). M., Fungous Diseases of Plants ((linn). 

The students should understand the terminology of entomology well 
enough to learn the life cycle, description and control of the important crop 
insects. Useful references are: 

Washburn, F. R,., Injurious Insects and Useful Birds (Lippincott). 

Sanderson, E. I)., and Peairs, L. M. School Entomology (Wile} . 

Directions for Collection and Preservation of Insects, U. S. National 
Museum, Bui. 67. 

Plant Physiology. 1 1 is best to arrange for the student to gel his plant 
physiology in his botany course previous to studying farm crops. Where tins 
is not possible the suggested plan is that a series of demonstrations be pre- 
pared by the instructor and given at the beginning or end of the first seven or 
eighl recitations. The students may be required to make note of each demon- 
stration according to a regular outline. 

By this method the student should gel the necessary principles of plant 
physiology. The average student lacks skill in setting up well the necessary 
apparatus to demonstrate these things for himself in the laboratory and the 
returns for time spent are small. 

Material. — A large and varied supply of plant and seed specimens is 
essentia] for teaching farm crops. Several supply houses can furnish this 
materia] but the instructor can secure the hulk of it at no cost from farms 
in his locality, commercial houses dealing in certain crop products, fairs and 
other exhibits. The students can obtain many specimens from their own and 
adjoining farms. 

Equipment.-- Farm crops can be taught with less equipment than most 
other subjects and part of it can he made in the school shop. The following 
is a suggested list for ten students: 

9 



10 small microscopes, tripod type. 

Mouseproof and ratproof box, drawer or compartment for storing grain and 
head samples. 

Seed corn tree, rack or other device for storing. 

Sawdust box corn germinator and cloths. 

4 dozen perforated blotter germinators for small seeds (Fig. 1). 

10 glass squares. 



Fig. 1. — A method of germinating small seeds. The glass fits over the blotter. The upper blotter contains 
100 perforations into which the seeds fit. The under blotter is a moisture reservoir. 

10 large glasses to set over the blotters on the squares (Fig. 1). 

2 dozen 2-ounce screw top vials. 
1 gross small vials and corks. 

3 dozen 16-ounce white flint wide mouth bottles and corks. 
1 dozen 32-ounce white flint wide mouth bottles and corks. 
Collection of 100 weed seeds commonly found in commercial seeds. 
School set of economic seeds. 

(The above two collections may sometimes be secured from the Seed Laboratory, 
Bureau of Plant Industry, U. S. Dept. of Agriculture, Washington, D. C, but they are not 
always available). 

10 cardboard weed seed holders. 

Beaver board or other stiff card on which to fasten specimens, diagrams, photo- 
graphs, etc. 
10 



2 plant presses (may be made of carpet lining and rough, thin, absorbent paper) 

100 botany mounting cards. ' '' 

Insect killing bottle. 

Hand sprayer. 

Potato lurk or hook. 

Corn knife. 

1 family scale, 24 pounds. 

1 peck measure. 

10 flower pots. 

Trowels. 



II 



Grade . 
Date. . 



EXERCISE 1 
CROP SURVEY 
Object. — To make a brief survey of the crops in the locality. 
Directions. — Each student should ask three farmers for the information 
necessary to fill out the following outline for each. The figures should be 
for the crops of the previous year. 



Name of Crop 


Variety 


Acres 


Average Yield 


Total Yield 


Use 


















































Orchard 












Pasture 












Woods 












Miscellaneous . . 








| 



What is the rotation? 

All the records taken by the class should be combined in summary. 

Summary of all Records Taken by the Class 



Crop 


Total 
Acres 


Average 
Yield 


Total 
Yield 


Average 
Yield of 

State 
(Census) 


Per Cent 
of Area 


Most Important 
Three Varieties 


Most Impor- 
tant Use 
























































1 




















Orchard .... 
















Pasture 
















Woods 
















Miscella- 
neous 


























100 







What is the most common rotation? 
12 



( rrade. 
Date. . 



EXERCISE 2 

CROP PRICES 

Object. — To chart the market price of some crop for a school year. 
Directions. — On the price chart the vertical lines show the prices, and 

the horizontal linos show the dales. Each student should choose a crop 
and a made thereof as designated in the market reports. Select the publication 
which will be preferably a weekly agricultural paper, from which you will 
get your prices. 

A duplicate of the chart in t he manual should he kepi . These duplicates 
can all be posted together in the laboratory and can he discussed from time 
to time. 



• 



i trade 



Publii 



Day "(' Issue 



SUMMARY OF PRICE CHANGES DURING THE YEAR AND THE 
PROBABLE REASONS 



13 



Exercise 2 (Continued) 







Prices 



14 



Grade. 
Date. . 



EXERCISE 3 

FLOWER PARTS 

Object.— To understand the flower and its parts. 

Definitions. -Taking any simple flower such as the nasturtium, geranium, 
or morning glory, the instructor should point out the location and uses of the 
following parts: Sepals, petals, stamens, carpels, pistil, filament, anther, 
ovary, style, stigma, receptacle (Fig. 2). 



FLOWER 




COROLLA CALYX PISTIL STAMEN 




#i 



STIGMA 

STYLE 
OVARY 



'ANTHER 
FILAMENT 



PETAL 



SEPAL 



Fia. 2. — Parts of a complete flower. 

Drawings. — Parts should be labelled by ruling a line from the part to 
the name of the part in the column at the right. Draw all pails large. 

1. Carefully pull away the petals. Draw a petal. 

2. Pull off the sepals, leaving only stamens and pistils. Draw sepal. 

'A. Take off the stamens. Draw a stamen shoieinij filament, anther and 
anther lobes. 

4. Only the pistil remains. Draw this showing ovary, style and stigma. 
Application. — 1. How is a grain or pod related to the parts of a flower? 

2. What is a cross-fertilized Mower? A self-fertilized flower? What 
crops belong to each class? 

3. What effect do the relative positions of the stigma and anthers have 
on fertilization? 

4. Describe the corn flower. Why are certain rows of corn some- 
times detasseled? 

5. How do insects help in the production of seeds'.' 

Reference.— Percival,. I., 1915, Agricultural Botany (Holt), 78-88. Cook, 
M. P., 1919, Applied Economic Botany (Lipplncott). 



15 



Exercise 3 (Continued) 



LABELS 



16 



Grade. 

Date. 




Fir.. 3. — Cross section of a kernel of corn. (Robbing' 
Botany of Crop Hants, P. Blakiston, Son <fc Co.) 



EXERCISE 4 

SEEDS AND SEEDLINGS 

Object. — To understand seeds and seedlings and their parts. 

Material.— ( 'orn and bean plants two weeks old, corn and beans which 
have germinated, and corn and beans 
which have been soaked over night. 

Directions. All drawings for this 
exercise should be five times natural 
size. Seeds may be divided into two 
groups according to the way food 
is stored. 

A. Food Stored in Cotyledons, or 
first two leaves. Example, the bean. 

1. Take a soaked bean, remove 
the sa^l coat and separate the cotyle- 
dons. Make n drawing showing the 
embryo (little plant). Label coty- 
ledon, plumule radicle. 

2. Draw a germinated bean, 
labelling all parts. 

3. Draw a plant two weeks old, labelling all parts. 

B. Food Stored in Endosperm. --Exam pie, corn. 

1. Shave down, on the germ side, 
a kernel of corn so that the germ is 
fully exposed. Make a drawing, label- 
ling endosperm, embryo, scutellum, plu- 
mule, radicle. ( Fig. 3.) 

2. Draw a kernel of germinated corn 
labelling all parts. 

3. Draw a coin plant two weeks 
old, labelling all parts. 

Application. — 1. Why is it that the 
bean seedling has difficulty in breaking 
through a crust? Compare with wheat and corn. 

2. What are the food values of the different parts of the corn kernel? 

3. What are hominy, corn starch, and corn oil cake in relation to the 
seed parts'.' 

I. Howare germs in corn kernels killed and howdo they appear when dead? 

17 




1 ic;. 1. — A whoat seedling. (Robbins 1 Botany of 
Crop Plants, I'. Blakiston, Son & Co.) 



Exercise 4 (Continued) 



LABELS 



18 



Grade. 
Date. . 



EXERCISE 5 

CREEPING AND UNDERGROUND PARTS 

Object. — To know the types of creeping and underground parts of plants. 

1. Parts of a Root. — Obtain corn and bean seedlings which were grown 
for the previous exercise. Note that the primary root of the beaE is strongly 
developed and secondary roots branch from it. The primary root of corn is 





Fio. 5. — A fibrous-roqt as shown by a grass 
plant. (Cook's Applied Economic Botany.) 



Fig. 6. — A fleshy root as shown by a car- 
rot. (Cook's Applied Economic Botany.) 



succeeded by others which do not arise as branches upon the primary one 
but spring from the stem a certain distance below the ground. The roots of 
common grasses and cereals form in this way. Note the fine root hairs which 
form just back of the root tips. Through these the plant obtains food from 
the soil. 

2. Types of Creeping and Underground Parts of Plants.- — Draw an 
example of each type to scale so that all five drawings may occupy one page. 
Do not draw the potato tuber since this will be done in a later exercise. 

A. Fibrous Root. — Examples: Timothy, wheat, oats, barley (Fig. 5). 

B. Tap Roof. — Examples: Alfalfa, red clover. 

C. Fleshy Root. — Examples: Carrot, turnip, beet (Fig. G). 

D. Stolon. — Examples: Strawberry, orange hawkweed. 

19 



Exercise 5 (Continued) 




Fig. 7. — A rhizome. The underground stem of Solomon's seal. (Cook's Applied Economic Botany.) 




■ i 



Fig. 8. — A tuber as shown by the potato. (Cook's Applied Economic Botany.) 

E. Rhizome (underground stem). — Examples: Kentucky blue grass, 
Canada thistle, quack grass (Fig. 7). 

F. Tuber.— Example: Potato (Fig. 8). 
20 



Exercise 5 (Continued) 

3. Further Examples. — Place the names of the common plants in your 
locality in the table below as they tall in one or more of the six groups. For 
example, a plant may have both rhizomes and fibrous roots. 



Fibrous Rool 


Tap Root 


Roi >l 


Stolon 


Rhizome 


Tuber 






























1 














































! 





Application. — 1. Compare the root systems of timothy and clover. < rive 
one reason why they grow well together. 

2. Why should an alfalfa field have a supply of lime in the subsoil? 

3. Can you control quack grass and orange hawkweed by preventing 
seed formation? 

4. What does a grass sod consist of? 

5. Why does a wild carrot not produce seed the first year? 



21 



Exercise 5 (Continued) 



LABELS 



22 



(Irade. 
Date. . 



EXERCISE 6 
GRASS FAMILY 

Object! — To learn the characteristics of the Gramineae (Grass Family). 

Materials. — Corn and oat plants, wheat and barley spikes. 

Explanation. — Both the cereals and the grasses belong to the Family 
Graminese, the members of which are similar in structure. Agriculturally, 
this family is more important than any other. 

Roots. — The Graminese have fibrous roots. See Exercise 5. 

Stems. — The typical stem of the Gramineae is hollow, is circular or 
flattened in section and is divided by nodes. 

Drawing I. — Draw the transverse section of a corn stem. 

Drawing II. — Draw the longitudinal section of a short piece of corn 
stem which includes a node. 

Drawing III. — Draw a longitudinal section of a sheath ring on oats. 
Be careful to show the relation of the ring to the node. This ring occurs 
on oats, bent grasses and fesque grasses. 

Leaf. — The leaves of the Gramineae are arranged in tw r o rows alternating 
up the stem. The leaf consists of a sheath and a blade. 

Drawing IV. — Draw the junction of the leaf and the blade on a corn leaf. 
Show sheath, ligule, auricle and blade. 

Spikelets. — The spikelets of the Gramineae have (1) a pair of outer 
glumes; (2) a flowering glume and palea surrounding each kernel; (3) an 
undeveloped flower represented by the axis and empty glumes. 

Drawing V. — Arrange the oat spikelet parts in the order in which they 
occur. Draw ( X 3) and label them carefully. 

Drawing VI. — Draw a wheat spikelet in the same manner. 

Drawing VII. — Draw the barley spikelet. Note that three spikelets 
occur at a node instead of one as in oats and wheat. 

Observation. — 1. The class should observe a corn ear (Fig. 9) and tassel 
and note the similarity in structure to the three spikelets drawTi. 

2. Observe resemblance between spikelets drawn and spikelets of timothy, 
rye grass or one of the other grasses. 

Discussion. — After reading Sargent, F. L., Corn Plants, pages 11-34, 
Cambridge, 1899, the instructor should discuss wath the class the ways in which 
the structure of the Gramineae enables them to cope with their environment. 



23 



Exercise 6 (Continued) 




Fig. 9. — The Structure of an Ear of Corn. I. A young ear cut through the middle lengthwise. Sk, 
Sk, the main stalk; Sk', a short branch which bears the ear; Sh, sheathing of lower part of the leaf which 
enfolds the whole ear and its husks; B, blade of the same leaf; R. G, rain-guard which keeps the rain 
from running into the sheath and promoting decay; H, the "husks" or large, leaf-like bracts around the 
ear; Sg, stigmas (the "silk") protruding beyond the husks. About one-third natural size. II. A spikelet 
of the same ear, showing the bracts (C, C, D, D', E, E'), and the ovary (O) and the lower part of the 
style (SY) of the single pistil. Enlarged. III. Upper part of the stigma of the same, showing the 
delicate hairs that cover it. Enlarged. (Sargent.) 

References. — Carrier, Lyman. U.S.Dept. Agr. Bui., No.461. Ward, H. M., 
1908, Grasses (Cambridge University Press). Sargent, F.L., 1899, Corn Plants 
(Houghton Mifflin). Hitchcock, A. S., 1914, Text-book of Grasses (Macmillan). 
24 



Exercise 6 (Continued) 



LABELS 



25 



Exercise 6 (Continued) 



LABELS 



26 



Grade. 
Date . . 



EXERCISE 7 

FIELD SELECTION OF CORN 

Object. — To show the class the best type of corn plant from which to 
breed, and to give each student practice in field selection. 

Step 1. — The class should decide on the desired type 
and the instructor should illustrate each desirable and 
undesirable character in the held. 

Consider the following characters: 

1. .4 vigorous plant. Such a plant should be stocky at 
the base, straight, average or slightly above average 
in height. 

2. One ear to the plan!. Unless in an average season 
on average ground one can grow two ears per plant it, 
is better to select plants having one good ear. 

3. Ear located one-third to one-half the distance from 
the base to the iassel and moderately drooping. 

A lmv ear docs not blow oft" so easily, is easier to 
husk and ripens earlier. A drooping ear is protected 
from moisl lire. 

4. A matureear. Maturity indicates good adaptation. 
Sit p '2. Each student should take one or more rows 

and should select good and poor plants in respect to the 
four characters listed above. When these plants are 
brought to the end of the row the class may decide which 
plant best illustrates each character. Then the class should 
search for plants which are strong in all four characters. 




Fig. 10. — A sorrl rorn 

1 icl.l ( rops 
(Wilson and Warburton) 



Reference. — Russell, F. P., Cornell University. Improving the Corn 
Crop, Reading Course Lesson 129. Read in any good text on field crops, 
methods of storing seed corn (Fig. 10). 



27 



Grade. 
Date. . 



EXERCISE 8 

TYPES OF CORN 

Object. — To learn to recognize the important types and varieties of corn. 
Materials. — Ears representing the four main types of corn (Fig. 11), 




Fig. 11. — Types of corn. From left to right, pod corn, pop-corn, flint corn, dent corn, flour corn and sweet 
corn. (Productive Farm Crops, Courtesy Macmillan Pub. Co.) 

dent, flint, pop and sweet; also grains of each that have been prepared by 
soaking 24 hours. 

Drawings. — With a sharp knife shave the germ side of a kernel of each 
type, exposing the germ. Make drawings of each showing relative proportion 
of (1) hard starch, (2) soft starch, (3) germ. Use the following system in 
sketching these parts : Hard starch, parallel lines. Soft starch, blank. 
Germ, solid penciling. 

Description. — Describe an ear of each type. Use the descriptive terms 
in Productive Farm Crops, pages 98-99. 
28 



Exercise 8 (Continued) 

Outlive for Describing Corn 



Type 








Ear: 

Color 


i 


Shape 




Proportions 






Tips 














Butts 










Rows: 

Spacing 










Arrangemenl 










Number 










Kt rnt Is: 
Shape, broad 




Shape, edge 








< !rown 




Depth 

Shank: 
Size . 

















Local Varieties. Every school teaching agriculture should have a collec- 
tion of the varieties of com grown in the locality. The students can add to 
this collection, also the exhibitors a1 the local fair. Lei the class describe 
these varieties according to the above outline and also bear in mind the time 
it takes each variety to mature. !f there is tame, number each variety, let 
the students identify and place the name of each opposite its number on a 
sheet of paper. 

Reference.- Sturtevant, E. L., 1899, Varieties of Corn. I". S. D. A. 
Expt. Station Huh 57. 



20 



Grade. 
Date. . 



EXERCISE 9 

CORN JUDGING 

Object. — To score and judge corn. 

Material. — A set of ears to illustrate the points on the score card, some 
five-ear samples to illustrate the points under uniformity and at least three 
ten-ear samples to score and judge. 

Step i. — Learning the Points on the Score Card. — Students should 
fill in blanks. 

Fancy Points : 

Shape and Proportions of Ears. — Compare Nos. and . No. 

is cylindrical, No. is tapering. Compare Nos. and . No. — ■ — 

is poorly proportioned, No. is well proportioned. 

Tip of Bars. — Compare Nos. and — - No. has crooked irregular 

rows, No. — — has straight, regular rows. Compare Nos. and . 

No. - - has small depth of tip kernel. No. - - has good depth of tip 

kernel. Compare Nos. and . No. - - has exposure of cob, No. 

■ has no exposure of cob. 

Butts of Ears. — Compare Nos.- -and . No. has irregular rows. 

No. - - has regular rows. Compare Nos. - - and . No. has 

poor depth and shape of butt kernel. No. - —has good depth and shape of 

kernel. Compare Nos. , , , . Flat butt, No. ; expanded 

butt, No. - — ; contracted butt, No. ■ ; well rounded butt, No. . 

Spacing of Rotvs. — Compare Nos. and . No. has poorly 

fitting rows, No. has well fitting rows. 

Shape of Kernels. — See Productive Farm Crops, Fig. 36. Remember 
that eastern grown dent kernels will not be as deep as the western grown but 
should be shaped so that no space is wasted between rows. 

Uniformity. — Size. — Compare samples — — and ■. Sample has 

poor size uniformity. Sample has good size uniformity. 

Shape. — Compare samples and . Sample has poor shape 

uniformity. Sample has good shape uniformity. 

Indentation. — Compare samples and . Sample ■ — ■ — has poor 

indentation uniformity. Sample has good indentation uniformity. 

Kernel. — Compare samples and . Sample has poor kernel 

uniformity. Sample has good kernel uniformity. 

30 



Exercise 9 (Continued) 

Practical Points: 

Maturity. — Compare Nos. — — ,■ , , - — , . No. can 

be twisted, No. has discolored tips. No. - is blistered, No. - is 

pinched at the top of the kernel, No. has good maturity. 

Plumpness of Kernel. — Compare Nos. and . No. has a 

shrunken tip; No. has a plump tip. 

Color or Luster of Kernel. — Compare Nos. and . The kernels 

of No. have dull color; the kernels of No. have bright color. 

Quality of Germ. — Compare Nos. , , . No. has a dis- 
colored germ. No. has a shrunken germ, No. has a bright, 

plump germ. 



r 



^ ^ #* ** m *k * *» 




I-'i'i. 12. — A good ten-eat sample of Rcid's Yellow Dent. (Agriculture and Life.) 

Size of Shank. — Compare Nos. , - — , . The shank of No. - 

is too large, the shank of No. is too small, the shank of No. - is of 

desirable size. 

Step 2. — Placing Single Ears. 

A. With a five-ear exhibit for practice, pick out the ear that is besl in 
"shape and proportion." Next pick out the poorest, then arrange the five 
ears in order of merit when this point only is considered. 

B. Take the next point On the score card and arrange the ears according 
to tips, and so on through all the points. 

C. Pick the best ear when fancy points only are considered. 

D. Pick the best ear when practical points only are considered. 

E. Pick the best ear, all points considered. 

F. Repeat with other five-ear exhibits. 

31 



Exercise 9 (Continued) 

Step 3. — Scoring and Placing Ten-Ear Exhibits (Fig. 12). 

After adding scores the student should consider whether he has scored 
highest the sample he believes to be best. If his scoring and opinion do not 
agree he should go over the score card again. At the close of the period the 
placings should be discussed and the principles of corn judging summarized. 

Reference. — Montgomery, E. G., 1916, Productive Farm Crops (Lippin- 

cott), Chapter XIV. 

Score Card for Com 



Number of Sample or Ear 

Fancy points indicating trueness to 
type (55): 

1. Shape and proportions of ear. . . 

2. Tips 

3. Butts 

4. Spacing of rows 

5. Shape of kernels 

6. Uniformity of ear (20) 

(a) Size 

(b) Shape 

(c) Indentation 

(d) Kernel 

Practical points indicating adaptation 

and viability (45) : 

7. Maturity 

8. Plumpness of kernel 

9. Color of kernel 

10. Quality of germ 

11. Size of shank 



Points 



10 
5 

5 

5 

10 

5 
5 
5 
5 



10 
10 
10 
10 
5 

100 



32 



Grade. 
Date. . 



EXERCISE 10 

GOOD GERMINATION 

Object. — To determine which ears will germinate strongly. 

Material. — Germination box, cloths, sawdust, ten cars of corn for 
each student. 

Indications of Germinating Power. — Let each studenl lake ten cars; 
the instructor should see that students have both poor and good cars. Ears 
should be numbered 1-100. Describe each ear, using the descriptive terms 
in Productive Farm Crops, page 65. 



Number of car 






















drain: 

Appearance 






















Discolored 


















Shape Of tip 






















General texture 






















Germs: 

( lovering 






















Texture . . 


























Air space 






















Color 































Preparing Germination Box. — See directions in Productive farm Crops, 
Chapter VIII. (Fig. 13.) 

Starting the Test. Let each student take six kernel- from each of his 
ten car-. In removing kernels take two from near the hutt on opposite sides 
of the ear, two from the middle, two from near the tip, turning the ear enough 
so as not to take two kernels out of the same row. Place the kernels from 
each ear in the square having t he same number. If the box is kept in a warm 
room, results follow in 5 or li days, if proper moisture is maintained. 

Results of the Test. The first three columns in the following table 
should he filled out when the tesl starts; the remaining four columns at the 
conclusion of the test. 

3:? 



Exercise 10 (Continued) 



Ear 
Number 


Estimated 

Quality, 
Good, Med- 
ium, Poor 


Estimated 

Rank, 1st, 
2d, etc. 


Final Rank 


Number of 
Strong 
Kernels 


Number of 
Weak Kernels 


Number of 
Dead Kernels 







































































































































Rag Doll Method of Testing Corn. — Study the rag doll method as shown 
in figures 17, 18, 19, and 20. See Productive Plant Husbandry (Lippincott.) 




Fig. 13. — A Sawdust Box Corn Germinator. Thirty inches Bauare and four inches deep. The cloth marked 
out in squares has been placed on two inches of packed wet. sawdust. The six kernels in each square are taken 
from an ear of corn marked with the same number. Over these the moistened cover cloth is being placed. 

34 



Exercise 10 (Continued) 




Fig. 14. — Laying on the Top Cloth. The cloth should be several inches larger than the germination box. 




Fio. 15. — Packing Sawdust. The box should now be filled with one inch of warm moi I sawdust and packed 

down carefully, 




Fio. 16. — This shows how the cloth should be folded. (International Harvester Co.) 

35 



Exercise 10 (Continued) 

Conduct an exercise by this method and note results as before. The same 
samples may be tested by the two methods, either by the same students 
or by different students. 

Reference. — Holden, P. G. and Waggoner, J. E. Seed Corn. (Published 
by Agricultural Extension Department, International Harvester Co., 
Chicago, 111.) 




Fig. 17. — The Rag Doll Tester. Lay out the corn to be tested on the table. The cloth should be dip- 
ped in warm water and spread as shown. Straighten out the kernels with their points all toward one side 
of the cloth, and the germ side up. The tester should be put in the pail with the points of the kernels down. 




Fig. 18. — Rolling up the Tester. After the squares have all been filled, roll up the tester, tie a string or put 
a rubber band around the center just tight enough to hold the kernels in place. 

36 



Exercise 10 (Continued) 







Fig. 19. — Putting Tester in I'ail. Put the testers in a pail. Do not put more than tin or twelve in a ten- 
quart pail 





cn 



$>d c< 



Fig. 20. — Wrapping up Pail. Fill the pail with lukewarm water, wrap up carefullj and soak for five 
or six hours. Drain off water, lay a wet cloth over the top of the rolls and let stand for two day.-. Then 
soak again five or ten minutes, drain the pail and set away five or six days. Head test u hen sprouts are about 
two inches long. When the cloth is unrolled, the ears must be arranged as al the start of the test SO that 
they are opposite the squares which represent them. (International Harvester Co.) 



37 



Grade 
Date. . 



EXERCISE 11 

TYPES OF OATS 

Object. — To learn the most important types of oats. 

Material. — Head and grain samples of white, yellow, black and red 
varieties. Samples of early and late, side and panicled oats should also be 
included (Fig. 21). 

Explanation. — -Oats belong to the family of Grammeae, the genus Avena, 
and species sativa. 

They differ from wheat and rye mainly in having the grain borne in a 
panicle rather than in a spike. 

Oats are classified into types largely on the basis of shape of the panicle. 
Thus we have three main types of oats: 

1. Panicled (branches of panicle diverging broadly from central axis). 

2. Compressed (branches closely adjacent to the central spike). 

3. Side (branches all inclined toward one side of the central axis). 
Directions. — Describe samples according to the outline. See Productive 

Farm Crops, Chap. XX, for descriptive terms for oats. To find the per cent 

Outline for Describing Oats 



Name of Variety 












A. Panicle: 

1. Shape 










2. Structure 
















3. Awns 










B. S pikelet: 

4. Color 












5. Width 






















! 






C. Grain: 

7. Color 










8. Shape 














9. Crease 












10. Tip 














11. Per cent hull 












12. Per cent kernel 







38 



Exercise 11 (Continued) 

of hull and kernel weigh 100 grains taking them as they run. Remove hulls 
and weigh kernels. Weight of hulls will equal weighi of grain minus weighl 
of kernels. From this data percentages can be figured. Each student should 
make enough hull tests so that the class may have duplicate results for 
each variety. 




Fie;. 21. — Two types of oats, paniHe and Bide (Field Crops Wilson and Warburton.) 

Questions. — 1. Which have the larger percentage of kernel, side or 
panicled varieties? 

2. Do early or late varieties produce the most straw? 

'A. What is the geography of white, yellow, black and red varieties? 

References. — Montgomery, E. G., 1916, Productive Farm Crops (Lip- 
piNcorn, Chap. XX. Etheridge, W. C. 1916. A Classification of the 
Varieties of Cultivated Oats. Cornell University Agr. Expt. Sta. Memoir 10. 

39 



Date . 
Grade 



EXERCISE 12 

JUDGING OATS 

Object. — To learn to judge oats on the basis of their value for feed. 

Materials. — Threshed samples of oats of different varieties and types. 
If peck samples cannot be obtained, quart samples may be used. 

Method of Analysis. — Mix each sample thoroughly and dip out about 
a heaping teaspoonful. First, analyze the samples, filling out the report 
card, then score samples from this data. 

Explanation of Score Card. — In this score card oats are judged entirely 
from the feeder's standpoint. It is not possible to make a score card by 
which a sample of oats could be judged at the same time from the feeder's 
and the miller's standpoint, and also judge the grain for seed. Different 
points would be used in each case and different values given them. 

Uniformity in color and size is of only minor importance to the feeder. 
Divide the sample according to the color of grain. Let the class having the 
largest number determine the color. Cut one point for each two per cent 
of other colors. 

Uniformity in Size. — Divide the sample into two parts according to size 
of grain. Estimate per cent of small grains by count. Cut one point for each 
four per cent of small grains. 

Weight per bushel is a very important consideration in estimating the 
value of oats for feeding purposes. A heavy weight indicates that the grain 
was well matured and filled out. In the same variety a heavy lot usually 
has a less percentage of hull, and, consequently, a higher feeding value than 
a light lot. The best oats should weigh 38 pounds per bushel. Cut one point 
for every pound light down to 32 pounds per bushel, and two points for every 
pound light below this. 

Soundness and Dirt. — Sprouted and decayed grains have little more 
value than so much trash, and may be regarded as such for judging purposes. 
Separate all unsound grains and dirt, estimate the per cent by weight, and 
cut two points for each one per cent. This cut is not limited to ten points 
but may be indefinite. 

Size of Grain. — Size varies greatly with varieties but 100 grains of heavy 
oats should weigh 3 grams. Cut one point for every two-tenths of a gram less. 

Must and Smut. — If must and smut are very apparent the sample should 
be cut 10 points. 

Percentage of Hull. — The percentage varies with varieties, the locality 
in which the oat is grown and also depends on how perfectly the grain 
40 



Exercise 12 (Continued) 

lxi /iort Card on Thn sht d Oats 
(Express data in per cent) 



Name of Sample 














Color 










Size: 
Large 


















Small 












\\ eight per bushel 














Soundness and purity: 
I )amaged grain 






















Foreign matter 














Size of grain 
































! Vr cent of hull . 





















Score < 'ard for Oats 



Number of Sample 


















Uniformity, 20 per cenl : 

(a) In color 


10 






















(b) In siz.> 


10 




















Quality, 80 per cent : 
(a) Weighl per bushel 


25 


















(b) Soundness and dirt . 


10 
















(c) Per cent of hull . 


"-, 






















"/> Size of grain 


in 


















Musi , smul 


in 












Total 


KM) 























was matured. In growth the hull and bran develop first, and the starch is 
deposited last. However, if from any cause, such as dry weather, poor 
soil, injury from insects, etc., the grain is prevented from maturing perfectly, 

41 



Exercise 12 (Continued) 

the development of the starch is somewhat curtailed and, consequently, the 
percentage of hull is higher. A good oat may have as high as 30 per cent hull. 
Cut two points for every per cent of hull above this. 




' Fig. 22. — A hand power seed cleaner. The seed is sifted through screen as far as 1, the straw, particles, 
etc., being eliminated at 2. As the seeds slide down over the screen above 3, the sand and fine seeds drop 
through and are eliminated. The good seed passes into the air shaft at 4, the air moving upward forced by 
the rotary fan at 8. The perfect seeds being heavier fall and pass out at 5. The remaining dust, chaff, 
etc., are discharged through the dust hood at 6. Light, imperfect and foreign seeds fall into the opening at 7. 
(Courtesy A. T. Ferrell & Co., Saginaw, Michigan.) 

Note. — If one is careful to mix each sample thoroughly and to take 
the grains strictly as they come, it is possible to use 100-grain samples instead 
of heaping teaspoonfuls. In this way the percentage figuring is simplified 
and much time is saved on the hulling. 

Use of Seed Cleaner. — If a seed cleaner (Fig. 22) is available, weigh a 
bushel of oats and then clean it. Weigh the products resulting. 



42 



( trade 
Date. 



EXERCISE 13 

OAT SMUT 

Object. — To learn to control oat smut. 

Material. -Grain scoops, sprinkling cans, 50 gallon barrel, grain bags 
and one pint of 40 per cent formaldehyde solution (formalin) for every 40 








2antoM 



•*&&! 



TREATING OATS FOK SMUT 



Fig. 23. - Firs! Step Spread the oats to be treated on the barn floor. Have barrel, scoop .shovel, sprinkling 
can and bottle of formalin ready. One pint of formalin will treat forty or fifty bushels of oats. 

bushels of oats to be treated. The exercise may best be conducted in the 
barn of a neighboring farmer who wishes to have his oats treated. 

Directions. The students should work in pairs, each student to alternate 
sprinkling and shoveling (Figs. 23 to 28). 

1. Dump the oats after cleaning with a fanning mill on a clean floor 
or canvas. 

2. Pour forty gallons of water and one pint of formalin in the barrel. 
This amount will treat 50 to 60 bushels. Fill the sprinklers from this barrel. 

43 



Exercise 13 (Continued) 

3. Let one student sprinkle the formalin on the oats as the other shovels 
them over. After being mixed thoroughly, shovel them into a pile and cover 
with bags or other covering which has been wet with the solution. 




Fig. 24. — Second Step — Put forty gallons of water in the barrel. Pour the formalin in the water and mix 
thoroughly. Do not open formalin or put in the water until the oats are ready to treat. 

4. Leave a few hours or over night; then take off the covering and dry 
out by spreading in a thin layer, stirring frequently. 

Precautions. — 1. Treat all bags with which the oats will come in contact, 
also the drill. 

2. If sown by hand before drying, allow one peck of oats per acre extra. 



44 



Exercise 13 (Continued) 




Fie 25. — Third Step— Sprinkle tlio formalin solution on the oats and shovel tho oats thoroughly in order to 

be sure that nil the outs arc moistened. Work fast so that little of tho formalin gas escapes in the air. 




Fig. 26. — Fourth Step — Shovel the oats in a pile so they can be easily covered 



45 



Exercise 13 (Continued) 




Fig. 27. — Fifth Step — Cover the oats with canvas, blankets or gunny sacks in order to retain formalin gas. 
Leave covered for eight or ten hours or over night. 




Fig. 2S.— Sixth Step— Uncover the oats and spread them out to dry. They can be sown as soon as they are 
dry. Set the seeder one peek per acre more to allow for swollen grain. (International Harvester Co.) 

46 



( trade. 
Date. . 



EXERCISE 14 



TYPES OF WHEAT 

Object. — To acquaint the studenl sufficiently with the different types 
of wheat so thai they will be readily recognized, either when seen in the head 
in- as threshed grain. 

Material.- Specimens of einkorn, emmer, spelt, macaroni, Polish, 
common smooth and common bearded wheat. Include local varieties 
of wheat. 

Drawing.- --Lay out the heads of the seven types of wheat in the order 
above mentioned from left to right. Sketch each of these iii order. 

2. Lay out kernels of each in same order and examine, lhau a cross- 
section of each kernel, leaving the while starch blank, hut indicating vitreous 
portions by shading with a pencil. Draw four times natural size. 

Description. Certain technical terms are used in describing wheat. 
Look over the specimens, study the descriptive term- in Productive Farm 
Crops, Chapter XVI and describe the head-, rilling out the following table. 

/•'. pi vt Form for I! 



N T ame 








A. Spike: 




2. Shape 




:;. ( Jross-section 






1. Spacing of spikelets 






B. Spikelet: 

1. Width 
















2. Number of kernels 














3. ' Humes . 




















1 ( 'oil >r i if chaff 




















( '. K( rnels: 

1. Color 
















2. Hardness 
















3. Texture 















17 



Exercise 14 (Continued) 

Resume. — Fix in mind the types by the following methods: 

1. Identify the types unlabeled. 

2. Discuss the use of each type. 

3. Place local varieties in the proper group. 

References. — Montgomery, E. G., 1916, Productive Farm Crops 
(Lippincott), Chapter XVI. 

LABELS 



48 



Exercise 14 (Continued) 



LABELS 



19 



Grade. 
Date. . 



EXERCISE 15 
WHEAT JUDGING 

Object. — To learn how to judge threshed wheat. 

Material. — Threshed lots of wheats representing hard winter, hard 
spring, red wheat, white wheat and durum wheat; also local samples. 

Method of Analysis. — Mix each sample thoroughly and dip out about 
a teaspoonful. If the student is very particular to take the kernels as they 
come 100-grain samples may be used. 

Weight per Bushel. — In measuring grain pour it into container loosely, 
fill level full and stroke with a straight edge. A one- or two-quart sample is 
sufficient to determine the weight per bushel. 

Purity and Soundness. — Foreign matter and broken or injured seeds may 
bt classed together, as they must all be removed to find net weight of 
good grain. 

Injured grains are of four classes: 1. Bin burnt and stack burnt means 
wheat overheated in bin or stack, causing oil to exude and giving a dark 
appearance to the germ end. 

2. Sprouted grain. Generally shows dried sprout. 

3. Broken grain. 

4. Shriveled grain, due to arrested development in growth, from such 
causes as disease, insects or unfavorable weather. 

(Having discarded impurities and unsound grain, use sound sample for 
the rest of the exercise.) 

Texture and Hardness. — In general the wheats from the drier regions 
are classed as "hard" wheats while those from the humid regions are classed 
as "soft" wheats. There is a large intermediate class, known on the market 
as "red" wheats. In general the harder wheats are darker in color (the 
durum wheat is an exception) and higher in protein content. The hard wheats 
make a "strong" flour adapted to light bread making, while the soft wheats 
produce a "short" and "weak" flour adapted to biscuits or cracker making. 

Color vf Kernels. — As already explained, color is related to hardness. 
The "amber" and "clear red" wheats are those with a glassy translucent 
appearance when broken, and hard texture. Most hard wheats are clear 
red in color but the durum wheats are an exception, being "light amber." 
The "dull red" wheats, known as "red" on the market, are medium hard, 
but white and starchy when broken. There are two causes of redness in wheat. 
In the hard red wheats the redness is due to the hard vitreous endosperm. 
50 



Exercise 15 (Continued) 



The dull red wheats which are medium hard owe their redness to red pericarp. 

The while wheats are suiter ami pure white inside when broken. 

Size of Kernels. This is arbitrary, bu1 is determined by comparison with 
various samples of wheat of types representing the various sized kernels. 

Report on Wheat Samples 
1 . i in - data in per cenl ) 



Name of Sample 






















U'i ight /a r Imslii 1: 
















i and soundness: 

Foreign matter 






















Broken grains 




















Shriveled grains 






















< MIhtu isc damaged . . , 




























Texturt and hardness: 

Hard and vitreous. . . 


























Medium 




















Sof1 and starchy 






















( 'olor of kernels: 

Lighl amber 






















Clear red 






















Dull red . 




























Whitish 


























.v n of kt rnels: 
Large 
































Medium 


















Small I 


1 













Explanation of Cuts in Scoring Samples 

1. Weight Per Bushel 30. Good wheal should weigh 60 pounds per 
bushel. Cut 2 points for each pound below this. 

2. Purity and Soundness 30. Cut two points for each per cenl offoreign 

matter or broken or unsound kernel-. 

51 



Exercise 15 (Continued) 

3. Uniformity in Color — 10.- — Let the bulk of the sample determine the 
color. Cut 2 points for each per cent of other colors. 

4. Uniformity oj Texture — 25. — Cut 2 points for each per cent of texture 
not uniform with the bulk of sample. 

5. Uniformity in Size — 5. — -Cut 1 point for each per cent of small 
sized grains. 

Score Card for Wheat 



Name of Sample 






















Weight per bushel 


30 
























30 






















Uniformity in 

Color..: 


10 
























25 
























r> 


























T0T\L. .. 



























Note. — In localities where wheat is a main crop and samples of the 
different grades may be easily obtained, an exercise on the description and 
identification of grades may well be substituted for the judging exercise. 
A description of the grades of wheat can be found in Productive Farm Crops, 
Appendix III. 



52 



( trade. 

Dale. 



EXERCISE l(i 
TYPES OF BARLEY 

Object. — To learn the important type- of barley. 

Explanation. Barley differs from wheal and rye in having three flowers 
at a joint of the rachis, and I ml one grain per spikelet. In the six-row barleys 
all three flowers arc fertile and bear grains. In the two-row barleys the 
lateral flowers are sterile (undeveloped). It will he observed that the outer 
or empty glumes are very narrow in barley while in wheat and oats they are 
broad, enclosing the flower. Read carefully Chapter Will in Productive 
Farm ( !rops before starting this exercise. 

Materials. Head and grain samples of: 

1. Six-row barley (Hordeum hexastichum). 

2. Common six-row, lateral grains overlapping, sometime- called four- 
row (Hordeum vnlgare i. 

3. Two-row barley, slender heads (Hordeum distichum . 

4. Two-row barley, broad head.- (Hordeum zeocrithum). 

5. Hulless barley i hooded type . 

6. Hulless barley (awnless type). 

Outliru for I >< 



Type 










.1 . Spikt : 
1- Rows 


















-'■ Type 












•'!. ( !ross-sec1 ion 












1. Awns 


















5. Fertile 










6. Sterile 










7. ( !olor 












('. Grains: 
8 . Glumi 
















9. ( 'olor of kernel 





li). Shape 
11. Texture. 



;,.; 



Exercise 16 (Continued) 

Directions. — Describe the types according to the outline on the pre- 
ceding page. For descriptive terms see Productive Farm Crops, end of 
Chapter XXIII. 

II. Lay out spikes of six-row, common six-row and two-row barleys. 
Lay a brace of spikelets from each type just below the respective types. Draw 
each brace (enlarged X 3), showing (1) relative size of the three spikelets 
in a brace in the six-row types, (2) straightness of the grains, (3) length of the 
grains, (4) prominence of the two nerves on the back of the spikelet. After 
making these drawings answer the following questions: 

1. How may we distinguish erect six-row (hexastichum) barley in the 
threshed sample? 

2. How may we distinguish the common nodding six-row (vulgare) in 
the threshed sample? 

3. How may we distinguish two-row barley (distichum) in the threshed 
sample? 

4. How may we distinguish two-row barley (zeocrithum) in the threshed 
sample. 

Reference.— Harlan, H. V.: United States Department of Agriculture, 
Bulletin 622. Montgomery, E. G., 1916, Productive Farm Crops (Lippin- 
cott), Chap. XXIII. Carleton, M. A., 1916, The Small Grains (Macmillan). 



LABELS 



5-4 



Grade. 
Date. 



EXERCISE 17 

GRASS PLANTS 

Object. — To learn to idenl ify and know the characterisl ics of some com- 
mon grass plants (Figs. 2 ( .» to 35). 

A. Draw head specimens of timothy, redtop, orchard grass, Kentucky 
blue grass, Canada blue grass and other .masses of local importance. Make 
drawings aboirl twice natural size. 

B. Identify numbered but unlabeled specimens. 



No. 1 
No. 2. 

No. :;. 
Xo. 4. 
No. 5. 



No. 6 
No. 7 
No. 8 
No. 9.. 
No. ID 



C. A field trip to study grass plants will nicely supplement this exercise. 





I K3 29 .1 urn 1 1 li and blade. 

Timothy. 



.1 tincture of .-heath and blade, 
top. 



:,.-, 



Exercise 17 (Continued) 




Fig. 31. — Juncture of sheath and blade. 
Orchard grass. 





Fig. 33. — Juncture of sheath and 
blade. Kentucky blue grass. 




Fig. 34. — Juncture of sheath and 
blade. Canada blue grass. 



Fig. 32. — Juncture of sheath and blade. 
Meadow fesque. 

56 




Fig. 35. — Juncture of sheath and blade. 
Quack grass. 



Exercise 1 i (( !ontinued) 



LABELS 



57 



Exercise 17 (Continued) 



LABELS 



58 



Grade. 

Date.. 



EXERCISE L8 

GRASS SEED 

Object. — To learn to identity and know the characteristics of some com- 
mon grass seeds i Figs. 3G and 37). 




Fir.. 36.— Tripod lens. For seed testing this lens is satisfactory and inexpensive. Productive 

Plant Husbandry.) 

A. By means of the key for the identification of grass seeds in Productive 
Farms Cn.ps by E.G. Montgomery, Chapter XXXV, identity numbered 
but unlabeled seed samples of timothy, redtop, orchard grass, Kentucky 
blue grass, Canada blue grass and other grasses of local importance. 



No. 1. 
No. 2 
No. 3. 



No. 1 
No. 5. 
No. 6 



B. Draw the same seeds. Make the largest <vvd one inch the long way 
and the others in proportion. 

('. Identify the contents of numbered but unlabeled mixtures. 



Mixture 1 
Mixture 2. 
Mixture 3. 
Mixture 4. 



Mixture 5. 
Mixture 6. 
Mixture 7. 
Mixture 8. 



59 



Exercise 18 (Continued) 



10 





no 



*2 



Fig. 37. — A weed seed holder. This device can be made from two layers of thick cardboard by means 

of a shotgun wad cutter. 

References. — Montgomery, E. G. 1916 Productive Farm Crops (Lip- 

pincott), Chap. XXXV. Ward, H. M., 1908, Grasses (Cambridge University 

Press). Testing Farm Seeds in the Home and Rural School, U. S. D. A. 

Farmers' Bul.428. Hitchcock, A. S., 1914, Text-book of Grasses (Macmillan). 

60 



Exercise 18 (Continued) 



LABELS 



c.i 



Grade. 
Date. . 



EXERCISE 19 

CLOVER AND ALFALFA PLANTS 

Object. — To learn to identify and know the characteristics of clover 
and alfalfa plants. 

A . Describe plants according to outline. 





Red Clover 


White Clover 


Alsike Clover 


Sweet Clover 


Alfalfa 


Color of blossom 












Habit of growth 












Trace outline of leaf 
showing markings . . . 












Length of life 
















Character of roots .... 













B. Identify numbered but unlabeled specimens. 

No. 1 No. 5 No. 9.. 

No. 2 No. 6 No. 10. 

No. 3 No. 7 

No. 4 No. 8 



62 



( trade. 

Date 



EXERCISE L'o 

CLOVER AND ALFALFA SEEDS 

Object.- To learn to identify and know the characteristics of clover and 
alfalfa seeds. 

A. By means of the key for the identification of clover and alfalfa seed- 
in Productive Farm Crops by E.G. Montgomery, Chapter XXXV, identify 
numbered l>nt unlabeled seed samples of red clover, white clover, alsike clover, 
sweet clover and alfalfa. 



No. l No. :; \<>. 5 

No. 2 No. 1 No. fl. 



/>'. Draw these seeds. Make the largest seed one inch the long way and 
the others in proporl ion. 

('. Identify the contents of the numbered but unlabeled mixtures. 



Mixture 1 Mixture 5. 

Mixture 2 Mix! ure 6 

Mixture 3 Mixture 7 

Mixture 4 Mixture 8. 



References. — Montgomery, E. (i.. 1916, Productive Farm Crops (Lip- 
pincott), Chap. XXXV. Testing Farm Seeds in the Home and Rural 
School, U. S. I). A. Fanners' Bui. 428. 



63 



Exercise 20 (Continued) 



LABELS 



64 



( rrade. 
Date. 



EXERCISE 21 
STUDY OF ALFALFA 

Object. — To study alfalfa in the Geld. 

Explanation. Ii is nol expected thai all the aims of this field trip can 
be realized except under very favorable conditions. The number of aims is 
somewhal large for this reason. Ii is suggested thai the studenl make rough 
notes in the field and copy answers into this manual later en page Qi . 

Aim 1. — To examine the parts of the alfalfa plant and the manner 
of urow th. 

Aim "_>. To show when alfalfa should he cut. 

Aim 3. To show the difference between common alfalfa and the varie- 
gated varieties. 

.1//// 1.- To show the effeci of poor drainage. 

Aim 5. To show the effect of soil acidity. 

.1//// 6. To observe whatever diseases, insects and serious weeds may 
be found. 

Aim 7 To dismiss alfalfa culture with an alfalfa grower. 

.1///; 1 (a) What is the length of the longesl rool you find? 

(b What kind of a root has alfalfa? (See Exercise 5.) 

Draw part of an alfalfa root showing ihe nodules (Fig. 38). The 
digging must he careful or the nodules will he shaken off. 

[i/i Find the largesl alfalfa plant you can. How many stems arise from 
the crown? 

Early in the season alfalfa may he confused with sweet clover. 
Draw a leaf of each showing how they may he distinguished. 

Attn 'J Draw the (Mown of an alfalfa plant which is ready to cut. 
Indicate the length of the shoots. 

Aim 3. (a) Dig plants of common and variegated alfalfa. Examine 
blossoms. I low do they differ? 

Aim '. a) hind a wet spol in the Held of alfalfa. What is the effeci 

on the alfalfa? 

Aimb. (a) hind a spot (nol wet) where alfalfa does nol thrive and such 

weeds are found as sheep sorrel, daisy, paintbrush and plantain. Make a 
litmus paper tot of the soil and subsoil. Describe result. 

Aim 6. Make a list of the alfalfa diseases and insects, al-<> of the weed-; 
found in any quantity. 



Exercise 21 (Continued) 



Aim 7. — Discuss with one of the alfalfa growers whom you visit such 
questions as: 



.) The use of nurse crops. 
I) Time of planting. 
\) Amount of seed per acre. 

L) Number of cuttings per season and date of last cutting. 
>.) Winter killing. 
>) Inoculation. 
7 ) Liming. 
I) Cultivation. 
)) Making hay. 
(10) Pasturing. 

Reference. — Montgomery, E. G v Productive Farm Crops (Lippincott), 
Chap. XL I. 



(i: 

(2) 
(3) 
(4) 
(5.) 
(6) 
(7) 
(8) 
(9) 




FlG 3 8 —Root system of alfalfa showing crown and nodules. The long tap root may extend to a depth 
" of many feet. (U.S. D. A.) 

66 



Exercise 21 (Continued) 



LABELS 



b7 



Exercise 21 (Continued) 



68 



( trade. 

Date 



EXER( !ISE 22 

SEED ANALYSIS 

Object. — To analyze clover, alfalfa, millet or timothy seed for purity. 

Directions. — Dip ou1 a rounded teasp iful :i: from the -ample which 

you test for germination. Spread this out on a sheet of white paper and 
with the aid of a hand lens place the whole, plump ^-cd in one pile and the 
foreign matter, which includes shriveled >rcd, broken >vrd. dirt, weed seeds 
and other trash in other piles. Count each kind of >(■(■({, if there are more 
than two or three, and by using the "Table of Weed Seed Weights" figure 
the percentage of each kind of weed seed and write percentages into t he anal- 
ysis. Add percentages to get total percentage of weed seed.-. Estimate and 
write in percentage of dirt, inert matter and poor seeds. Subtract these 
percentages from Hid to get the percentage of pure >i^-d. 

Note.— The instructor may put into the samples any weeds or other 
foreign matter with which he wishes the class to become familiar. 

References. — Testing Farm Seed- in the Home and Rural School. 
U. S. D. A. Farmers' Bui. 428. Cunningham, .I. ( '. and Lancelot, \Y. II.. 
L915, Soils and Plant Life (Macmillan) 261 266. 

Tablt of Weed Seed Weights** 

In thr first column of numbers below is given the number of seeds of each of the common weeds, 

required t" make d teas] nful of clover or alfalfa seed; in the second column arc 

the numbers of seeds of the respective weeds required to make one per cent of a .sample ..i the san 
of timothy or millet 

Velvet leaf 5 I Peppergrass 125 100 

Quack grass 20 16 Tickle grass 1-'.". tOO 

Tumbleweed 1 35 1 in Bracted plantain 36 28 

Small ragweed 20 16 Buckhorn 57 16 

Wild mustard 24 19 Plantain Ill 59 

Black mustard 62 18 Black bindweed. . . 11 9 

Lambsquarter 7l' .">7 Pennsylvania smartweed. . . . . 10 8 

i thistle 45 36 Sheep sorrel .... 10 8 

Wild carrot . 63 50 < Juried dock . 36 29 

Smooth crab grass 192 155 Russian thistle. 65 

Crab grass 185 142 Yellow foxtail. 39 

Barnyard grass. 62 18 Green foxtail 63 52 

Morning glory -' L.6 \ ervain 24 20 

* A rounded teaspoonful of clover or alfalfa weighs •*> grams. A rounded teaspoonful 
of timothy or millet weighs I grams. 

From Weeds of the Farm and Garden. L. II. Pammel. 

69 



Exercise 22 (Continued) 

Record of Seed A nalysis 



Kind of Seed Secured from . 

Kinds and percentages of weed seed present: 

Buckhorn 

Dock 

Pieweed 



Total percentage of weed seeds 

Percentage of broken and shriveled seeds 

Percentage of dirt and inert matter 

Percentage of pure seed 



100 



70 



( trade 
Date 



EXERCISE 23 
SEED TESTING 

Object. — To test small seeds for germination. 

Directions. — 1. This exercise should be given in connection with the 
preceding exercise. The same sample of seed is to be tested in this exercise 
for germination and in the preceding exercise for purity. 

2. Secure pieces of blotting paper about 2 1 •_, inches square. Make 100 
perforations in each blotter (Fig. I). Cut other pieces of blotting paper the 
same size with no perforations. These are to be used as bases under the 
perforated blotters to conduct and store moisture. 

Moisten the blotter and base and place a >vc<[ in each perforal ion. Two 
of these perforated blotters should be used for each sample of seed, i.e., make 
each test in duplicate. 

3. Place each perforated blotter and base on a piece of glass and cover 
with a large drinking glass. By this method the students can better keep 
watch of the test. The blotter may be placed between two pie tins the lower 
of which may contain wet sawdust. 

4. '1 he proper temperature is 50 80° 1''. The seeds may be taken from 
the blotter as they germinate or a count may be made about f> to 7 days 
from the start of the test. 

5. Find the germination percentage and average the counts of the dupli- 
cate tests. In testing clovers and vetch count one-half of the hard seeds as 
germinating. If grass ^rd tests poorly it is well to give it a second tesl before 
passing judgement . 

0. Write the counts into the Record. 

G< rmination h'( <■<»■<! 



Percentage of germinable seeds 



Tesl 1 



, . -i 2 






Percentage of aon-germinable seeds 



100 



too 



100 



71 



Grade. 
Date. . 



EXERCISE 24 
GRASS MIXTURES 

Object. — First, to learn common meadow and pasture mixtures and 
second, to review identification of grass and clover seeds. 

Directions. — The six numbered bottles are meadow and pasture mixtures 
given in Productive Farm Crops, Chapter XXXV. (a) Identify contents of 
mixtures and record in the second column, (b) Looking in the text, decide 
which each mixture is and fill out the remainder of the table. The last column 
will be a correction of the second, and in addition the amount per acre of each 
grass or clover will be given. 



Mixture 
number 


Ingredients 


Pasture or 
meadow 


Conditions 


Mixture and 
amounts 





















































Grade. 
Date.. 



EXERCISE 25 

STUDY OF POTATO 

Object. — To study the morphology and composition of the potato tuber. 

Explanation. — The potato tuber is pari of the system of lateral under- 
ground stems, and corresponds largely in its morphology to aerial stems. 
It serves as a storage pari to the underground stem and enables the plant 
to live over from one year to another. 

Pari I '. — (a) Draw a tuber natural size showing the correct arrangemenl 
of eyes. Label stem end, bud end, eyes, and eyebrows. (6) Show on your 
drawing by dotted lines how the tuber should be cu1 for seed purposes. 

Part II. (a) Make with a sharp knife a thin longitudinal and a thin 
transverse section of a tuber cutting through one or more eye- in each case. 
Rinse in water ant I examine, (b) Draw natural size in both longitudinal and 
transverse section a tuber showing in proper proportion: I 1 I internal medul- 
lary area: (2) i 'Menial medullary area; (3) cortex; I I epidermis. 

I'lirt III. (a) Treat the thin longitudinal section with dilute iodine, 
rinse in water in a pie tin and observe the portion of urea test starch concentra- 
tion. Indicate concentrations by labeling the drawing in Part II. 

Reference. — Montgomery, E. (i., Productive Farm Crops (Lippincott), 
Chap. XXX. 



Exercise 25 (Continued) 



LABKLS 



74 



( Irade 
Date. 



EXERCISE 26 



SELECTING SEED POTATOES 



s» ^ 'w* V w t> 






W >•»- W 






Fig. 39. Product ol a single tuber cul in four pieces, 
each piece planted in a hill, yielded at the rate of 163 bu 



Object. — To harvest seed 
potatoes by the hill selection 
mef hod. 

Explanation. — The value of 
seed potatoes depends on the 
performance of the parent tuber. 
Therefore we must make certain 
that our ^vrd comes from good 
hills (Figs. 39 and hi:. 

Directions. -The exercise 
should be given in a potato 
field. Let each student choose 
a group of ten consecutive hills. 

Step 1. Score the vigor 
and growth habil of the plant . 
due haulms should be stocky. 
Short haulmed, upright, heavy 
leafed tops are not as susceptible 
to disease as the prostrate type.-. 
The prostrate types, however, 
prevent evaporation of moisture 
more than the upright types. 
Early potatoes grow upright. 
Your scoring will depend on 
whether disease resistance or 
moisture conservation is more 
important in your locality. 
Score the besl plant 20 points 
ami the others accordingly. 

Step 2. Diti' the hills and weigh separately the marketable tubers in 
each hill. Score the besl yielding hill 50 points and the others accordingly. 

St( p :). Inspect each hill for variety characters, as color, shape and eyes. 
If preferred, score for conformity to market demand. Such Inkers are round, 
flat, or oval flat with few and shallow eyes. Score the besl hill 15 points and 
the others accordingly. 




Fig. li> Product of a tuber which yielded at tl 
rate of 96 bu per acre. From field oi II B. Sweet, I tica, 
X. V. (Schoharie Co., X. Y. Farm Bureau New 



Exercise 26 (Continued) 

Step 4. — Examine tubers in each hill for blemishes and diseases, especially 

scab and rhizoctonia. Score the best hill 15 points and the others in proportion. 

Step 5. — Add scores. Show the instructor how you have placed the hills. 



Number of Hill 


Points 


l 


2 


3 


4 


5 


6 


7 


8 


9 


10 


Yield of marketable potatoes 


50 






















Vigor and growth habit of 


20 


























Variety characters . 


15 


























Blemishes and diseases 


15 
100 























Reference.— Gilbert, A. W., 1917, The Potato (Macmillan) 47-76. 



76 



Grade. 
Date 



EXERCISE 27 
POTATO TYPES AND VARIETIES 

Object.— To become familiar with varieties and variety groups of potatoes. 

Explanation. — Stimrt divides potato varieties into eleven principal 
groups. The same classification is given in Productive Farm Crops, Chap- 
ter XXX. 

Directions. — The class should have available varieties belonging to ai 
least six of the more important groups in the locality of the school. I >escribe 

each variety according to tl utline. If it is not known to which group a 

variety belongs, see Stuart's description of that variety. For the color of 
sprouts see same source, pages 1 5. To describe varieties use the terms 
given in Productive Farm Crops, end of Chapter XXXI. 



Name of Varietj 


Group 


Shape 


Size 


I ■ ■ 


Sprouts 


Skin 



















































































































































Draw the long broadside view, natural size, of specimens of the four most 
importanl groups in your locality, paying special attention to size and shape 
of tuber; size, shape and distribution of eyes. Label parts carefully in the 
right hand margin. 

Transverse Sections. —Examine transverse sections of a tuber belonging 
to each group, paying special attention to relative proportion <>f cortex, 



Exercise 27 (Continued) 

internal and external medullary areas. Rank these, sections as to quality, 
indicated by a smaller inner medullary area. 



1. 
2. 
3. 



4. 
5. 
6. 



9. 



Identification. — Identify the following numbered specimens as to 
variety group. 
1. 5. 9. 



6. 

7. 



10. 
11. 
12. 



References. — Stuart, Wm., United States Department of Agriculture, 
Bulletin 176. Montgomery, E. G., 1916, Productive Farm Crops (Lippin- 
cott), Chap. XXX. 



LABELS 



78 



Exercise 27 (Continued) 



LAl'.KLS 



79 



Exercise 27 (Continued) 



LABELS 



80 



Grade. 
Date 



EXERCISE 28 

POTATO JUDGING 

Object.— To learn how to judge potatoes. 

Material. -Two common potato varieties, five plates of each, five 
potatoes on a plate. Number the ten plates consecutively. 

Step 1. — See explanation of the score card. Examine all the ten plates. 
Eill in the following blanks. 



Plat" No. 



Plate No. 



Most uniform 

Least uniform 

Least blemishes and disease. . . . 

Most blemishes and disease .. 

Best variety shape 

Best market shape 

Best size 

Step 2 — Score all plates and place them within each variety 



Bes1 quality of flesh 

Pooresl quality of flesh 

Least depth ami frequency of eves 
Greatest depth and frequency of 

eyes 

Best color ami skin texture 

Poorest color and skin texture. . . . 





Points 












1 












Uniformity 


20 




1 














20 




















Shape 


15 














— 




Size 


15 
















Quality of flesh 


10 






















Depth and frequency of eyes 


in 


















Color and texture of skin 


10 


















Total 


100 




III 


i 







Explanation of Score Card. — Uniformity.— The tubers should be the 

same size, shape, color and texture of skin, depth and frequency of eyes on 

any one plate. 

si 



Exercise 28 (Continued) 

Blemishes and Disease. — Should be no evidence of blight, rot, grubs, 
scab, rhizoctonia, sunburn or injury from rough handling. 

Shape. — Should be typical of the variety. Market demands a moderately 
oval flat or round flat shape. 

Size. — Should be typical of the variety. Market demands a medium 
sized potato, about 8 ounces. 

Quality of Flesh — Should be typical of the variety. Market requires 
a fine textured flesh of light color, free from excess moisture, and from hollow 
or dark spots. 

Depth and Frequency of Eyes. — Should be typical of the variety. Market 
demands few and shallow eyes. 

Color and Texture of Skin. — Should be typical of the variety. Market 
demands a thin smooth skin. White skinned varieties are preferable in 
most markets. 

Reference.— Gilbert, A. W., 1917, The Potato (Macmillan), 48-54. 



82 



Grade. 
Date.. 



EXERCISE 29 

TYPES OF TOBACCO 

Object.-— To learn the important types of tobacco. 
Material. Leaves of the following type.-: 

( 'igar Tobacco: 

(a) Broadleaf or seedleaf type. 
(6) Havana seed type. 
(c) Cuban type. 

Manufacturing Tobacco: 

(a) Plug (dark heavy type). 

(b) Smoking I light colored type). 

(c) Plus and smoking (as White Burley). 

Directions. — Describe the types, using the following descriptive terms 

and outline. 

A. Economic: 

1. ( rrown where? 

2. Use: Wrapper, binder, filler, plug, smoking, plug and smoking. 

B. Leaf: 

3. Thickness: Thin, medium, thick. 

4. Color: Dark, medium, light. 

C. Curing: 

5. Method: Air, open fire, flue. 

References. — Duggar, J. F., Ill 18, Southern Field Crops (Macmillan), 
Chap. XXX. Montgomery, E. C, Productive Farm Crops (Lippincott), 
Chap. XLV. 



83 



Exercise 29 (Continued) 

Outline for Describing Tobacco 



Variety 














Type 














Economic: 

1. Grown where. 














2. Use 














Leaf: 

3. Thickness 














4. Color 














Curing: 

5. Method 














Other characters . . . 














Identify numbered but unlabeled leaves, placing them in the proper type. 



Variety 



Type 



2. 




3. 




4. 




5. 




6. 




7. 




8. 




9. 




10. 





84 



Grade. 
Date. . 



EXERCISE 30 

TOBACCO SURVEY 

Object. — To study tobacco growing by the survey method. 
Directions. Each student should obtain from a tobacco grower answers 
to the following questions in regard to the last crop grown. 



1. How many acres did you grow? 




2. What was your total yield in 
pounds? 




3. What variety of tobacco did you 

raise? 




1. I'm- what was ii used? 




5. Of what texture is your soil? 




li. What is your rotation? 




7. "What kindoffertilizerdidyouuse? 




8. How much fertilizer per acre? 




'.». Where did you obtain your si~r{\'! 




10. What was your rate of seeding 
per loo square feet? 




11. At what date did you start your 
plant bed? 





12. How did you fertilize it? 

13. Did you sterilize it*.' 



II. I >id you cover your plant bed 

with cloth or other material? 
I"). At what date did you plow yoiu 
uiaiu tobacco field? 



16. How many times did you harrow V 



17. At what date did you set your 
plants'.' 



IS. Did you transplant l>y hand or 
by machine*.' 



85 



Exercise 30 (Continued) 



19. How wide were your rows? 

20. How far apart were the plants in 

the row? 



21. How many times did you culti- 
vate? 



22. At what stage of the plant's 
growth did you practice topping? 



23. How many leaves did you retain? 

24. Did you sucker your plants? 



25. Did you harvest by priming or by 
cutting the whole stalk? 



26. How did you cure the crop? 



Summary of the Questions. — The class should put their results together 
in the form of a summary. 

In summarizing questions concerning acreages and yields give the totals 
for all growers and find average acreage and yield. 

In summarizing questions concerning dates, fertilizer per acre, rate of 
seeding, times harrowed, thickness of transplanting, times cultivated, and 
number of leaves retained, give highest and lowest figures and earliest and 
latest dates and in addition quote the figures and dates given by a majority 
of the growers, if possible. 

In summarizing all other questions quote answer given by a majority 

of the growers. 

O utlin e for S umma ry 



1. Acreage. 

2. Yield. 



3. Variety. 



4. Use. 



5. Texture of soil. 



6. Rotation 

S6 



Exercise 30 (Continued) 
Outline for Summary (( !ontinued 



7. Kind of fertilizer. 




8. Amount of fertilizer. 




9. Source of --wd. 




10. Rate of seeding. 




11. Date of starting plant bed. 




12. Mel hod of fertilizing. 




13. Sterilization. 




14. Covering plant bed. 




15. Date of plowing. 




16. Times haiiowcd. 





17. Date of setting plants. 



IS. Method of transplanting. 



19. Width of rows. 



20. Distance in row. 



21. Times cultivated. 


22. Topping stage. 


23. Number leaves retained. 


24. Suckering. 




25. Method of harvesting. 




26. Method of curing. 





Make a special study of the met hods of t he growers who obtained the besl 
yields and try to find reasons. 

References. — Montgomery, E. ( I. Productive Farm ( !rops ( Lippincott), 
Chap. XLV. DiiRgar, J. F., 1918, Southern Field Crops (Macmillan), 
Chap. XXX. 

87 



Grade . 
Date. . 



EXERCISE 31 

THE COTTON PLANT 

Object. — To study the structure of the cotton plant. 

Material. — Cotton plants. 

Directions. — 1. Root. — (a) Examine the root. What kind of a root is it 
according to Exercise 5? __ 

2. Stem.- — (a) Drawing No. 1. A node of the cotton plant showing a 
fruiting and an undeveloped sterile branch. 

(&) Examine a short jointed plant. What is the average length of the 
three lowest internodes? inches. 




a b c D 

Fig. 41. — A cotton boll and how it develops. A, the unopened boll; B, boll partly opened; C, boll 
fully opened showing locks of fibre; D, the empty pod after the lock cotton has been gathered. (Produc- 
tive Farm Crops.) 

Examine a long jointed plant. What is the average length of the three 
lowest internodes? inches. 

3. Leaf. — (a) Drawing No. 2. A leaf, showing shape of lobes and veins. 

4. Boll. — (a) Drawing No. 3 (Fig. 41). A storm resistant boll and a 
non-resistant boll. Label carefully showing the differences. 

(b) Label the locks in Drawing No. 3. 

5. Fiber. — (a) Examine ripe and unripe fibers under the microscope. 
Note the flattened twisted form of the ripe fibers. 

Drawing No. 4. Ripe and unripe fibers. Draw large. 
(b) Examine bolls of a long and a short staple variety. 



Exercise 31 (Continued) 



Average length of long staples in inches. 
Average length of short staples in inches. 
Which has the stronger liber? 



6. Seed. — (a) Split a cotton seed. Drawing No. 5, draw seed; label 
all parts. 

Reference.— Duggar, J. F., 191S. Southern Field Crops (Macmillan), 
Chap. XIV. 



LABELS 



89 



Exercise 31 (Continued) 



LABELS 



90 



Grade. 
Date.. 



EXERCISE 32 



TYPES OF COTTON 

Object. — To study varieties representing different types of cotton. 

Material. — Plants representing as many of the following types as possil tie. 
Group 1. ( 'luster type. 
Group 2. Semicluster type. 

Group 3. Rio Grande type. Example, Peterkin. 
Group -i. Early varieties of the King type. 
Group 5. Big boll type 
Group 6. Long limbed t ype. 
Group 7. Intermediate varieties. 
Group 8. bona, stapled upland varieties. 

Directions. Describe each plant using the following descriptive terms. 

Terms for Describing Cotton.- A. riant. -1. Shape: (One shaped, 
sugar loaf shaped, slender, with long 'nasal limbs. 

2. Size: Small (less than !! feet ), medium (3 5 feel i, large (5 feet or more). 

3. Internodes: Short, medium, long. 

B. Bolls. — L Shape: Slender, medium, rounded. 

5. Size: Small, medium, large. 

6. Arrangement: Clustered, semiclustered, separate. 

C. Fiber. — 7. Length: Short {'''<. 1 ' s inches), long (l 1 i l'\ inches). 

D. Seed.—S. Color. 

9. Pubescence: Hairy, mixed, smooth. 

E. Leaf. — 10. Size: Small, medium, large. 

11. Shape of lobe: Short, broad, medium, long pointed. 

F. Maturity. — 12. Season: Early, medium, late. 
( 1. Other ( 'haracters. 

Outline for Describing Cotton 



Variety and Type 














A. Plant: 




























3 Internodes . 



























!'l 



Exercise 32 (Continued) 



B. Bolls: 

4. Shape 




























6. Arrangement 














C. Fiber: 

7. Length 














D. Seed: 

8. Color 




























E. Leaf: 

10. Size 














1 1 . Shape of lobe 














F. Maturity: 

12. Season 














G. Other characters. 





























Discussion. — Bring out the differences between these varieties and 
identify unlabeled specimens. 

References. — Duggar, J. F., 1918, Southern Field Crops (Macmillan), 
Chapters XVI and XVII. 



92 



Grade. 
Date . . 



EXERCISE 33 
SEED BEANS 

Object. — To study the select ion of seed beans. 

Directions. — The class should either visit a bean field just before harvesl 
to select bean plants or the plants may be selected l>y the instructor and 
stored for later use in the laboratory. Each studenl should selecl ten plants 
and number each plant. Plants should be primarily selected for (1) high 
yield, also for (2) freedom from disease, and (3) early maturity. Of the 
ten plants, select two which are about average for the field. Record data, 
and plot the yields below. 



Number of Planl Number of Pods 


\\ eighf i 1 Shi lied Beans in Grams 



























































Numbers of Plants 






















































m 






















"3 






















/ 
"o 






















ea 


















Z 
a 




















J3 














U 

5S 


























1 







93 



Grade. 
Date. . 



EXERCISE 34 

TYPES OF BEANS 

Object. — To learn the types of field beans. 

Materials. — Samples representing each of the following types of field 
beans, kidney, marrow, medium and pea. 

Directions. — Draw each type (enlarged X 3), showing very carefully the 
relative sizes and shapes. 

By means of class discussion compare these types as to (1) yield in your 
locality, (2) soil fertility required, (3) disease susceptibility, (4) market price. 

Reference.— Sevey, G. C., Bean Culture (Orange Judd). 

LABELS 



94 



Grade. 
] >ate 



EXERCISE 35 



WEEDS 



Object.- -To become familiar with the weeds in vicinity of the school, 
and their control. 

Material.— Each member of the class should be required to collect ten 
weeds before this exercise is given (Fig. 42). Each specimen should include 
the root, stem, leaves and either the flower or seeds or both. By mounting 
the best of these specimens the school may obtain a valuable collection. 
This collection may be supplemented by conducting a field trip for the pur- 
pose of identifying and collecting weeds. Save the weed seeds for later use. 

Directions- Each student should describe each of his ten weeds accord- 
ing to the following outline. After describing his own he should describe 
weeds collected by Other students. Thus each student may make a fairly 
complete inventory of the weeds in the locality of the school. 




Fig. 42. — Some common weeds. Left to right : Jimson, ragweed, Iamb's quarter, jointweed, rough pigweed. 



The Weed Club. — A weed club has been successful in some scl Is. 

The object of such a club is to rid a locality of weeds. Each member of the 
club chooses an important weed and agrees t<> dest roy a certain number each 
day of the growing season. The club may also spread control information 
and may add to the school weed collection. 

Weed Contest. — The object of a wwd contest is to determine how many 
students can identify unlabeled seed mounts in the school collection. 

References. — Georgia, A. E., 191 1. Manual of Weeds (Macmillan). 
Pammel, L. 11., Weeds of the Farm and ( tarden (< Grange Judd). Percival, J., 
1915, Agricultural Botany (Holt). 

95 




£ "5 1 

?~ s 



03 

■as 

03 03 

« 



o © 

E £ 
S£ 



96 



Grade. 
Date. . 



EXERCISE 30 



WEED SEEDS 



Object. — To identify some important weed seeds (Fig. 43). 

Material. — About twenty (or more if time is available) important weed 
seeds. Part of these should be chosen because of their prevalence in the 
locality and part of them because of their prevalence in commercial seed. 




Fio. 43. — Mixture of weed seeds commonly found in low grade alsike clover seed: a, alsike clover; 
b, white clover; c, red clover; <l, yellow trefoil; f, Canada thistle;/, dock; g, sorrell; //, buckhorn; i, rat-tail 
plantain; k, lamb's quarter; /, shepherd's purse; m, mayweed; n, scentless camomile; o, white campion; 
p, night-flowering catchfly; 7, ozeye daisy; r, small fruited false flax; ■■-', cinq uef oil; /, two kinds of pepper- 
grass; u, catmint; 1, timothy; x, chick weed; .7, Canada blue grass; :, clover dodder; 1, mouse-eur chick weed; 
2, knot grass; ?, tumbling amaranth; .;, rough amaranth; r >, heal all; ';, lady's thumb. Enlarged (U. S. D. A.) 

Drawings. — Draw each seed under the low power microscope and make 
each drawing one inch the longest way. This rule will overcome the tendency 
of many students to draw seeds natural size. If it is desired to indicate 
relative size of the seeds, the class may number the largest seed No. 1, the 
second largest No. 2, etc. Weed seed holders as shown in figure 37 
are convenient. 

Identification. — Examine numbered but unlabeled mixtures of the weed 
seeds drawn above. Each mixture should contain three or four kinds of seeds. 



97 



Exercise 36 (Continued) 





Student's Identification 


Corrected Identification 


Mixture No. 1 






Mixture No. 2 






Mixture No. 3 






Mixture No. 4 










Mixture No. 5 










Mixture No. 6 










Mixture No. 7 






Mixture No. 8 










Mixture No. 9 






Mixture No. 10 











Students should examine again the mixtures which they have written 
incorrectly. 

References. — The Seed of Red Clover and Its Impurities, U. S. D. A., 
Farmers' Bui. 260. Testing Farm Seeds in the Home and Rural School, 
U. S. D. A., Farmers' Bui. 428. 



98 



Exercise 36 (Continued) 



LABELS 



99 



Exercise 36 (Continued) 



LABELS 



100 



Grade. 

Date. 



EXERCISE 37 

Object. — To learn to identify some of the seeds of crops which have not 
been studied and to review these and all other seeds studied to date by means 
of an identification contest. 

Material.- Croup 1. — Seed samples of rye, silver hull buckwheat, Japan- 
ese buckwheat, flax, sorghum (Kafir. Durra and broom coin types) millet 
(common, barnyard, broom corn and pearl types), cowpeas, soybeans, field 
peas, winter and spring vetch (Fig. 44). 




Fig. 44. -School set of one hundred economic seeds Bupplied by the United States Department <>f 
Agriculture, for cost of case, bottles, corks and labels. (Productive Plant Husbandry.) 

Group 2. — Samples of all the seeds which have been studied to date. 

Directions. — Port I. — Draw the seeds in Group 1 and compare them 
with similar seeds witli a view to future identification. Make drawings one 
inch the longesl way. 

J'nrt II. — Identification Contest. — Place numbered vials of the seeds of 
Groups 1 and 2 before the class. The object of the contest is to identify 
correctly the largest number of seeds. 



Number of Vial 


Nan f Seed 













\ ame 



101 



Exercise 37 (Continued) 


Numbers of Vial 


Name of Seed 


Corrected Name 







































































































































102 



Grade 

Date 

EXERCISE 38 
ROTATION OF CROPS 

Object. — To learn the principles underlying the rotation of crops. 
Part I. — To Diagram a Rotation. — The squares represent fields, and 
the figures 1, 2, 3, 4, 5, the successive years. A new cycle begins the 5th year. 



(a) 20 Acres 

1 Corn 

2 Outs 

3 Meadow 
1 Pasture 


(6) 20 Acres 

1 Oats 

2 Meadow 
.; Pasture 
4 Corn 


(c) 20 lcr< 

1 Meadow 

2 Pasture 
:; ( !orn 

4 Oats 


(</) 20 Acres 

1 Pasture 

2 * 'orn 

3 Oats 

1 Meadow 


5 Corn 


.") ( >ats 


5 Meadow 


5 Pasl lire 



Diagram a common rotation in your locality. You should make as 
many squares as there are fields or years in a cycle of the rotation. 



Part II. — To Fertilize a Rotation. — Answer the following questions. 
They should he approved before being copied into this page. 

1. Where would commercial fertilizer be applied in the above rotation? 



2. Where should manure be applied? 



3. What plant material such as stubble, sod or green manure crops may 
be plowed under? 



103 



Exercise 38 (Continued) 



Part III. — To Criticise a Rotation. — The following are eight requirements 
of a good rotation. State opposite each requirement how your rotation meets it. 

1. Plant Food. — The crops in a rota- 

tion should have different plant 
food requirements. 

2. Roots. — A rotation should include 

deep rooted and shallow rooted 
crops. The roots of certain crops 
such as grass, millet, buckwheat 
and barley, have a beneficial 
effect on the structure, espe- 
cially of heavy soils. 

3. Organic Matter. — Sods, stubbles, 

or green manure crops should be 
plowed under; or all of these. 

4. Legumes. — Nitrogen from the air 

is obtained by these plants. A 
rotation should include one or 
more of them. 

5. Weeds. — Rotation should control 

weeds usually by means of cul- 
tivated crops. 

6. Unoccupied Land. — The ground 

should not be left bare during 
part of the year so that the 
soil may wash or the weeds get 
a foothold. 

7. Diseases and hisects. — A rotation 

should be able or adjustable to 
control diseases, as potato scab, 
which live over in the soil and 
insects like the wireworm, which 
thrives in sod left down too long. 

8. Labor Distribution. — A good rota- 

tion should distribute work 
as evenly as possible through 
the season. 
104 



Exercise 38 (Continued) 

Part rV. — To Name and Discuss Common Local Rotations. — The class 
should name at least three rotations common locally and discuss according 
to the requirements named in Part III. 

l. 



References. — Rotation of Farm Crops. Cornell University, Reading 
( Jourse Bui., 24. Lyon. T. L.. 1917, Soils and Fertilizers (Macmillan), 242 2 17. 



105 



Grade. 
Date. . 



EXERCISE 39 

BIBLIOGRAPHY 

Objects. — 1. To learn to make a bibliography. 

2. To become acquainted with literature of farm crops. 

Directions.- — The instructor should submit to the class a list of subjects 
dealing with farm crops. Each student should choose a subject and break 
it up into key words. For example, in the subject potato breeding the key 
words are potato and breeding. Look up both these words when going 
through an index. References should first be written on a separate sheet of 
paper and copied into the manual when approved by the instructor. 

The following are sources to examine. Group the references cited under 
these five headings. 

1. Textbooks (including encyclopedias). 
Example 



Author 



Chapter Title 



Title of Book 
(Including Volume) 



Pages 



Year 



Gilbert, A. W. Potato Breeding | The Potato 

2. Government Publications (including Yearbooks). 



1917 



Example 

Name of Series 


Number 


Pages 


Year 


Farmers' Bulletin 
Yearbook 


464 


Entire 
221-238 


1911 
1913 



3. State Experiment Station publications. 



Example 



Name of Station 



Series 



Number 



Year 



Michigan Agr. College Extension Series 
4. Current Literature. 



Entire 



1917 



Example 

Author 


Title of Article 


Publication 


Volume 


Number 


Year 


Sanders, J. G. 


Potato Wart Dis- 
ease 


The Potato 
Magazine 


1 


6 


1918 



5. Miscellaneous. 

Record as much as is given of the following and in the order given. 
Author, Title of Article, Publisher, Series, Number, Pages, Year. 



Subject Assigned. 
106 



Exercise 39 fContinued) 
BIBLIOGRAPHY (Continued) 



107 



HOME PROJECTS IN FARM CROPS 

A home project in farm crops conducted by a student of high school grade 
consists of a crop enterprise at home accompanied by class and individual 
instruction relating to the enterprise both of which are under the supervision 
of a trained instructor in agriculture. 

The essentials of a home project are given by the Federal Board for 
Vocational Education as follows: 

"1. A carefully drawn plan covering a considerable extent of time, with 
a definite aim, including some problems new to the pupil and outlining with 
sufficient detail the methods to be employed. This plan should be written 
and should be an exhibit in connection with the second essential. 

"2. An agreement between parent, pupil and teacher based upon the 
plan already prepared and so prepared as to eliminate later disagreements. 
The boy's financial privileges should be clearly stated. 

"3. Instruction in the school both in regular course and special individual 
study to the end that the project work may be done intelligently and that the 
home may furnish the kind of laboratory practice best adapted to the 
school work. 

"4. Detailed records of method, time, cost, income and other important 
factors to be summarized in — 

"5. A report "including both a story and a complete accounting for the 
entire project period. 

"6. Supervision by a competent instructor of such a nature as to help 
the student to succeed in his project, to encourage him at times when difficul- 
ties arise and to hold him to his agreement; incidentally to impart instruction 
supplementing that of the class-room." 

For further information concerning home projects the reader is referred 
to Bulletin 21, Agricultural Series No. 3 issued by the Federal Board for 
Vocational Education, Washington, D. C 

Use the records and report blanks adopted by your state educational 
authorities in charge of vocational education. 



108 



Suggestions on Keeping Project Note Books 

The list of references at the end of each project outline is noi complete. 
The student should add any material published by his slate agricultural 
college and experiment station, new books, agricultural periodicals, lectures, 
information from practical growers and all other possible sources, lie con- 
tinually on the lookout for further references. 

Before reading references the student should decide what questions need 
to be answered by his reading in order to plan his project. He should write 
out these questions and submit them to the instructor for suggestions 
and approval. 

Having answered the questions in written form, he should also go over 
these with the instructor and then copy them into his project note book. 
Give the reference for each point brought out. 

This project note book should he of permanent value. It should he 
well organized into headings and sub-headings, indexed and space should be 
left after each subject so that material may he added later. Clippings and 
photographs may well be added. 



109 



CROP GROWING PROJECTS 

1. Growing a Field of Corn for Profit. 



Project Work Plan 


Study Involved 




Important varieties and their characters. Home grown vs. for- 


Select seed ears in your father's or a 
neighbor's field 


eign seed. 
Corn improvement. Qualities of best plants from which to select 

ears. Field trip. 
Principles of seed storage. Devices for storing seed corn. 




Corn soils. Effect of poor drainage on corn. Signs of good and 




poor drainage. Rotations which include corn. Nearness to other 
corn fields. 




ment of plows. Fall vs. spring plowing. Depth of plowing. 




germination. Effect of poor ears on yield. (Compute.) 






Plant : 


their effects. 








Cultivation program. Weeds which infest corn. Depth and fre- 
quency of cultivation. 


Select and store seed as at the begin- 
ning of the project 


Husk and weigh up ears. Select 
exhibit ears while husking 


Corn judging. 




in storage. Grades of corn. 


Summarize project. 





Demonstrations with Projects in Corn Gorwing 

2. Grow several promising varieties of corn and compare them as to yield 
and maturity. 

3. In a corn-growing project try, on several rows each, a different fertilizer. These 
may vary in amounts or in the relative amounts of nitrogen or phosphate, or potash. 

4. Make trials in like manner to compare the results with and without barnyard 
manure or green manure. 

References on Corn Growing 

Montgomery, Productive Farm Crops (Lippincott). 
Montgomery, The Corn Crops (Macmillan). 
Duggar, Southern Field Crops (Macmillan). 

Bowman and Crossley, Corn. (Published by authors, Ames, Iowa.) 
Holden and Waggoner, Seed Corn, (International Harvester Co.. Chicago). 
Bussell, Improving the Corn Crop, Cornell Reading Course Leseon 129. 
Burlison and White, Selection and Storage of Seed Corn. Illinois Circular, 225. 



110 



5. Growing a Field of Potatoes for Profit. 



Project Work Plan 

Select ground 

Plow (or plowing may be delayed till 
spring) 

Select variety 

Hill select seed In father's or niegh- 
bor's field 

Stoi e seed 

Treat seed 

Sprout seed 

Fit ground 

Select fertilizer 

< 'ut seed 

Put in 25 tuber units 

Plant remaim I 

Cultivate 

Spray 

Hill .select for next year. Harvest. 
Weigh up units and save the bet- 
ter units 

w i igh up j ield 

Gradi 

Store or sell 

Compute costs and profit 

Summarize project. 



Study Involved 



spring plowing. 



Potato Boils Potato rotations 

Mechanics and adjustment of plows. Fall 

I >epth 'it" plow ing. 
Principal variety groups and then- importance. Important \ arieties 

in your Locality. Market demand. 
Principles of hill selection. 1 I nun of varii I 

Principles of potato tors I pi toi age. 

Seal), rhizoctonia, blackleg Con ive sublimate treatment. 

( Ireening 
Tilth and tillage. The fitting program. Tunis to be used and their 

effect mi 1 1 
Computing fertilizers. Potato fertilizers. Kate ol fertilizing. 

Methods of applying fertilizer. Fertilizer guarantees 

Whole vs. cut - I Method and time ol cutting Sizi I pice. 

Principles of the tuber unit method. Potato improvement. 
Planting machinery. Kate, depth and time ol planting. I' 

drill planting. Level or ridged cultivation. 
Cultivation program Tools for cultivation 
Important pot and insects. Spray materials. Spraying 

machinery. Spraying program. 
Harvesting machinery. 



Average and maximum yields in other states and othei countries. 
Potato graders < !ost and returns from grading. Grades of potatoes. 
Prevailing prices of seed 3tock. Other prices. Losses in stoi 
Farm accounts. Cost of growing potatoes. 



Demonstrations with Projects in Potato Growing 

6. Compare the dusting methods with spraying to fight potato beetles. Leave a row 
untreated as a check. 

7. Compare yields from selected and unselected seed; or from small and large pieces 
with two eyes each; or from lots grow from lots of one-eye, two-eye, and many-eye pieces. 

8. Compare results from different kinds and amounts of fertilizers. 

9. Compare results with different methods of tillage, as extreme ridging with rather 
level culture. 

References on Potato Growing 

Montgomery, Productive Farm Crops (Lippincott). 

Gilbert, The Potato (Macmillan). 

Fraser, The Potato (Orange Judd). 

Classification of Varieties, U. S. IV A. Bulletin, 176. Potato Breeding and Selection, U. S. D. A. 
Bulletin, L95. Potato Storage and Storage Houses, Farmers' Bulletin, s-47. Good Seed Potatoes and 
How to Produce Them, Farmers' Bulletin, 533. How to Increase the Potato Crop by Spraying, Farmers' 
Bulletin, 868. Commercial Handling, Grading and Marketing of Potatoes, Farmers' Bulletin, 753, 



111 



io. Growing a Field of Seed Oats for Profit. 



Project Work Plan 

Select ground 

Select variety 

Select and test seed for germinatii >i 

and purity 
Select fertilizer or manure 

Plow 

Fit ground 

Treat seed 

Drill 

Prevent harmful weeds 

Certify crop 

Harvest 

Thresh 

Weigh up 

Market or store crop 

Compute costs and profit 

Summarize project. 



Study Involved 



Oat soils. Rotations which include oats. The causes of lodging. 
Variety groups and their distinguishing characters. Important 

varieties in your locality. 
Oat judging. Seed analysis. 

Computing fertilizers. Fertilizers for oats. Rate of fertilizing oats. 

Use of manure on oats. Fertilizer guarantees. 
Mechanics and adjustment of plows. Depth of plowing. 
Tilth and tillage. The fitting program. Tools to be used and effects 

on soil. 
Oat smut. Treatment. 

Grain drills. Rate, time and depth of sowing. 
Weeds infesting oats. Methods of eradicating. 
Rules of nearest crop inprovement association. 
Harvesting machinery. Curing oats. Time to cut. Avoiding 

mixture with other oats in same field. 
Avoiding contamination by threshing machine. 
Average weights elsewhere. 

Prevailing prices cf seed oats. Storage of grain. Advertising. 
Farm accounts. 



Demonstrations with Projects in the Growing of Small Grains 

11. Make a comparison of several important varieties as to yield, earliness, weight 
per bushel, feeding qualities, etc. 

12. Compare results under different rates of seeding. 

13. Measure yields on two equal araas— one fitted with special care and the other 
with ordinary care. 

Note. — Very similar projects could be conducted using barley, rye or wheat. 

References an Growing Oats 

Montgomery, Productive Farm Crops (Lippincott). 
Carleton, The Small Grains (Macmillan). 

Spring Oat Production, Farmers' Bulletin, S92. A Classification of the Varieties of Cultivated 
Oats, Cornell Memoir 10. Methods of Breeding Oats, Cornell Reading Course 44. 



112 



14- Growing a Field of Alfalfa for Profit and for Soil Improvement. 



i ' Work Plan 



Si udy Involved 



Si led a variety. . . 
Buy and t. 

Select iLcroutnl . . . 



■ la ifi cation of alfalfa varieties. \ ed locally. 

of seed. Seed analysis. Adulterations and impurities. 
Alfalfa soil, lime requirements, drain; Working alfalfa 

into rotations. 
Response of manure to alfalfa. Kate of application. 
Fertilize]-. Kind, rate of applicati m local markets. 
Lime. Response of alfalfa to lime, kinds of lime, rate, method and 
time of application. 

i i lime i" nurse crops. 

e ground The fittin 

cleaning the field of weed seeds. 

and i i Id. 
Methods, time and rate of sowing. Nurse crops for alfalfa. Advis- 
ability, kinds, managi i i 
Disease, in • pests. Clipping. Winter care. 

The time of cutting. Methods of curing and handling. Manage- 
ment in mow 01 sturing alfalfa. Numbei 
per seasi >n. Time oi lasl cul 



Manure and plow 

Select fertilizer and lime 



in. H lib te tl 
Plant 

;■ I lie crop. 

Harvest 



Weigh up yields. 

I lispose of crop 

Compute costs and 
Summari 



Uses of 

1 



Food value. .Markets fur alfalfa. Grades. 



Demonstrations with Projects in Alfalfa Growing 

1"). lmportanl varieties may be compared. 

16. Make a comparison of results on limed and unlimed portions of a field. 

17. Make comparison of areas sown with and without nurse crops. 

IS. Compare a small plot on the field not inoculated with a like area of the field where 

inoculation is good. 

Note. — Thjs project may \v< 11 continue three or four years. At the conclusion the field will com- 
monly !>•' capable of more cuttings. This equity and the increased fertility of the field should be credit d 
to the project. 

Refi n noes on Alfalfa Gro oing 

Montgomery, Productive Farm Crops (Lippincoti 

Wing, Alfalfa in A.merii Pub. Co.). 

Coburn, Hook of Alfalfa (Orange Judd) 

Piper. Forage I ropa (Macmillan) 

Graber, Alfalfa (Alfalfa Order, Madison, Wisconsin). 

Farmers' Bulletin 339, Alfalfa; 194, Alfalfa seed; .ration of forage plant s Is; 306, 

Dodder in relatii D ... Farm Seeds. Studies in Alfalfa, International Harvester Company, Agr. Fxt. Dpt., 
Chicago, 111. 



113 



19. Growing a Field of Timothy and Clover for Profit and Soil Improvement. 


Project Work Plan 


Study Involved 












for project, ingredients and proportions. 








Rate of application. Fall vs. spring plowing. Mechanics of the plow. 




Lime. Effect of lime on grasses and clovers. Kinds of lime, rate, 
method and time of application. Relation of fertilizer and lime 
to the nurse crop. 


Plant 






nurse crop. Fall and spring grains as nurse crops. Care of 
new seeding. 


Weigh up yields. 


in the mow. 


Compute costs and profit 

Summarize project. 


Pressing hay. 
Farm accounts. 



Note. — This project may well continue two or three years. At the conclusion this field may be 
capable of more cuttings. This equity and the increased fertility of the field should be credited to 
the project. 

Demonstrations with Projects in the Growing of Timothy and Clover 

20. Grow them with different nurse crops, as barley, oats, wheat and rye — compare 
the results. 

21. On the second year's growth of timothy apply fertilizer on part of the field and 
compare the yield with that not fertilized. 

22. Make a comparison of the results on limed and unlimed portions of the clover 
and timothy. 

23. Demonstrate the increase in yield by adding seed of redtop, alsike clover and 
other hay plants. 

References on the Groiving of Timothy and Clover 

Montgomery, Productive Farm Crops (Lippincott). 

Wilson and Warburton, Field Crops (Webb). 

Piper, Forage Crops (Macmillan). 

Spillman, Farm Grasses of U. S. (Orange Judd). 

Wing, Meadows and Pastures (Sanders Pub. Co.). 

Hitchcock, Textbook of Grasses (Macmillan). 

U. S. Farmers' Bulletins, 990, Timothy; 455, Red Clover; 260, The Seeds of Red Clover and Its 
Impurities; 508, Market Hay; 943, Haymaking; 936, Curing Hay on Trucks; 977, Hay Caps; 987, Labor 
Saving Practice in Haymaking. 



114 



24. Growing a Field of Cotton for Profit. * 



Project Work Plan 



Select a variety. 



Select seed bolls at first picking 
in field 

Gin field-selected seed separately. . . 

Dry and store seed 

Select field 



Manure, double disk, harrow, and 

sow to cover crop 

Test sample of seeds 

Choose suitable fertilizers for home 

mixing 

Plow and fit 'lie soil for planting. . . . 



Plant tie' rr. ip. 

Pertilize ... . 



Cultivate. 



Tliin the chop 

Subsequent 

Inter-plant with corn.. 



Select next yi 

Pick the main crop . . 

( iin and bale 



Sell or store i 



Make secon 1 pickin , rin and store. . 
Selli store, or have seed crop pressed 
Pa -' lire the stalk field 



Turn under and sow to rye or other 

covei 
Compute costs and profits 



Summarize project in narrative style 



Study Involved 



Species and types of cotton. Varieties for various soils and cli- 
matic conditions, 

Improvement by selection. Indications of best qualities in plants. 
Storm resistance. Length and weight of lint. Crossing to 
improve. The seed patch. Prices of seed for planting. 

Visit gin and study methods. 

Prevention of mold and injury from eneii: 

Soil requirements. Needs of fertility. What crop should ; I 
cotton. Rotations « ith legumes. 

Suitable amounts of manure. Ways of spreading. Value ol -- i 

crop; kinds of cover crop for this purpose. 
Methods of testing compared. Reasons for testing. 
Best ingredients for cotton. Probable needs of your field 

Make formulas for home miring and compute costs. Kates 

of application. 
Best time to turn under cover crop. Values of a bare fallow 

before planting. Steps in fitting soil. Implements and 

effects. Best methods. 
Methods of planting. Time to plant. Distances. Depths for 

different methods. Amount of Seed. 

Applying fertilizer when planting and later. Differences in avail- 
ability. Effects of time of applying. Reasons for rapid forcing 
of crop. 

Purpose of intertiilage. How best to maintain a dust mulch with- 
out injuring crop. Kinds of weeds. Their control. \ 
early rapiil growt li under weevil conditions. 

\eed for thick planting and subsequent thinning. Other 
reasons for chopping out rows. How to avoid it. 

Kinds of cultivation tools. Their special effects and uses. Fight- 
ing weevils by tillage. How to "lay-by" cotton, for sowing 

crop and wit houl . 
Control of boll-worm (corn ear worm) with use of corn a strap 

Times to plant the corn. Uses of the corn. < >ther means of con 

t rol of worms. 
Review seed selection and score card for bolls and plants. 
Methods of picking; est; new machines. 

Calculate yields of seed and lint. Detei mine percentage ol seed to 
lint; compare with others and with other years. Study mechan- 
ism of gins, balers, compressers. Get samples of cotton of all 
types at the gin Or warehouse. 

Trice fluctuations and charts. Profits from storing. Cotton grades 
and grading. Practice scoring and grading. Types of ware- 
houses; damage during storage Meed of compressing. Insurance. 

Nature of blossoming and fruiting of cotton plant. X 1 of second 

picking. Character of yield. Effect of boll weevil on lati 

Composition, value, products of Beeds and their uses. Feeding 
C( -I ti mseed hulls and meal. 

Value and uses of cotton stalks. Danger from weevils whi 

pastured nor turned under. 
Effects Of all plowing on weevils and boll-worms. Review values of 

CO\ el crops 

Cost accounting; record forms; farm accounts. Compare with 
other crops. 



♦Outlined by K. C. Davis, George Peabody College for Teachers, Nashville. Tenn, 



115 



Demonstrations with Projects in Cotton Growing 

25. Partial trials with different forms and amounts of fertilizer. 

26. With and without green manure or barnyard manure. 

27. Compare commercial fertilizers with barnyard manure and with green manure. 

28. Compare ridge planting and culture with level methods. 

29. Compare late and early varieties or any two promising varieties. 

References on Cotton Growing 

Montgomery, Productive Farm Crops (Lippincott). 
Duggar, Southern Field Crops (Macmillan). 
Bailey's Cyc. of Agr. Vol. II. 
Brooks, Cotton, New York. 
Burkett and Poe, Cotton, New York. 
Robinson, Classing Cotton, Stillwater, Okla. 

U. S. D. A. Yearbook, 1902. Farmers' Bulletins 286, 501, 591, 601. U. S. Office Exp. Sta. Bull. 33, 
Bur. Plant, Ind. Bull. 163. 

Write the stations of each of the Cotton states for all available bulletins on cotton. 



116 



30. Growing a Field of Tobacco for Profit.* 



Project Work Plan 

Select the type and variety you want 
and secure seed 

Select field 

Manure, disk, and sow cover crop. . . 
Build curing loui.se 

Plan bed and select site 

Make bed and plant seeds 

Plow and prepare field f<>r setting 

plants 
Set plants in field 

Fertilize 

Cultivate, weed, and sucker 

Destroy worms and other enemies. . . 

Topping and selection of seed plants 

Priming 

Harvest crop and hang in curing house 

Cure crop 

Sell nt store crop 

Compute Profits 

W lit « - account of project. 



Study Involved 



Probable capacitj required. 
Methods of making bed 



Types suited to the region. Yields, values and purposes of various 

types. How seed is selected and improved. Amount seed needed. 

Soils for tobacco. Rotations with tobacco, 

Effects of manure and green manure. Benefits of cover crops. 

Types of houses Methods of curing. 

< !ost of buildings. 

Size of bed needed for field chosen 

Materials needed. Suitable sites. 
Sterilizing soils. Best time to start beds. Care and management 

of beds when started. 
Best time and depth for plowing. Steps in preparation of sod tor 

setting. Level vs. ridge setting. 
Methods of setting. Modem machines. Carrying plants to place. 

Methods of watering. Distances for setting. Number of plants 

per acre. Suitable weather conditions. 
Best time to fertilize; amounts; kinds; methods of applying; Special 

effects; weather conditions. 
Importance of thrifty growth. Thorough cultivation. Mulch. 

Freedom from weeds. Need of suckering. Tillage implements. 
Methods of control of tobacco worm- and other enemies. Picking 

compared with spraying. Poisons compared. 
Choice of good seed plants. Disease resistance. Signs of health 

and disease. Need of topping. Number of seed plants to save. 
Kconomy and saving due to priming. Control of disease bj priming. 
Different methods of harvesting for different tvpes o| tobacco. 

Tools, wagons, other equipment. Cost of harvesting. Space 

required in shed per acre of crop. Weather conditions 
Care in curing to produce best results. Steps in curing. Judging 

conditions of leaf and weather. 
Methods of marketing, grading, storing, handling, warehouses. 

Insurance. Price variations. Profits and losses. 
Farm accounts. 



Demonstrations with Projects in Tobacco Growing 

31. Make a comparison by growing part of the crop with, and part without 
green manure. 

32. In like manner demonstrate the effects of barnyard manure. 

33. Compare different formulas of commercial fertilizers. 

34. Compare two very promising types or varieties, both probably suited to the soil 
and region. Both should be suited to your type of house and methods of curing. 

35. Compare two methods of curing if your facilities will permit, and if the type of 
tobacco is suited to both, as curing with open fires and air curing. If there are three types 
of houses in the region compare all the different methods of curing. 

36. Methods of harvesting may be compared if both will suit the type of tobacco — 
priming all the leaves and cutting the stalks. 

* Outlined by K. C. Davis, George Peabody College for Teachers, Nashville. Tenn. 



117 



Reft rences on Tobacco Growing 

Montgomery, Productive Field Crops (Lippincott). 

Duggar, Southern Field Crops (Macmillan). 

Killebrew ami Myrick, The Tobacco Leaf (Orange Judd Co.). 

Bailey's Cyc. Agr. Vol. II. Tobacco Soils, etc., U. S. Bur. Soil, Bulletins 11, 27, 37. U. S. D. A. 
Reports, .V.l, 62, 63. Farmers' Bulletins, 60, 120, 313, 416, 523, 511. Bur. Plant Ind. Bulletins 91, 96. 
I". S. Farmers' Institute Illustrated Lecture No. 9. 



Write to the Stations of the leading tobacco growing states for their available 
the subject. 



bulletins on 



37. Growing a Field of Peanuts for Profit.* 



Project Work Plan 


Study Involved 




Classification of varieties according to use. Classification of varie- 
ties according to season. Varieties grown in community. 
Value of selected seed. Characteristics of good seed: (a) brightness, 

(b) effect of storage, (c) maturity. 

Peanut soils: (a) effect of habit of growth, (6) acidity. Rotations- 
Plant food elements needed. Manure: (a) effect on peanut crop, 

(6) rate and method of application. Commercial fertilizers: (a) 

kind needed, (6) local markets, (c) method and rate of application. 

Lime: (a) effect on peanut crop, (b) kind; method and rate of 

application. 
Tilth and tillage. Fall or spring plowing. Mechanics of the plow. 

Fitting program. 
Preparation of seed. Method of planting. Variety and rate of 

planting. Time of planting. Effect of (a) variety, (6) season, 

(c) soil condition, (d) use. 

Cultivation : (a) time to start, (b) frequency, (c) implements. 

Inserts and diseases. Peging. 
Seed selection. Time of harvesting. Methods. Handling in field. 

Amount of ] oles needed. Method of stacking. Curing. 
Hand or machine picking. Kinds of pickers. 
Methods. Advantages of storing. 
Market from picker to car. Improving the grade. 
Farm accounts 




Select ground 




Plant 

Care for crop 


Market the crop 

Compute costs and profit 

Summarize projects. 



* Adapted from Georgia Vocational Bulletin .". 

Demonstrations with Projects in the Growing of Peanuts 

38. Grow and compare several important varieties of peanuts. 

39. Tiy different amounts and kinds of fertilizers. 

40. Compare results with selected and unselected seed. 

References on Pea mil Growing 

Montgomery, E. G., Productive Farm Crops (Lippincott). 

Dugan, J. F., Southern Field Crops (Macmillan). 

Morgan. Field Crops for the Cotton Belt (Macmillan). 

F. S. Farmers' Bulletins 431, The Peanut; 509, Forage Crops in the Cotton Region; 751, Peanut 
nil; Bureau of Plant Industry Cir. 88, Picking and Handling Peanuts; Bureau of Plant Industry. Cir. 
98, Peanut Butter; U. S. D. A. Yearbook (1917), Peanut Industry; U. S. D. A. Yearbook (1917), Pea- 
nut as Food. 



118 



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